Developing and Enriching Practical Knowledge: Reflection Pieces in the Pre-Service Intermediate English Course

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Since limited research exists that explores the relationship between pre-service experiences and the development of professional knowledge and practices, an English educator/researcher's interest is in further study of this aspect of teacher education. During a pre-service teacher education intermediate (grades 7-10) English methods course, the educator/researcher employs various strategies to assist student teachers with integrating theory and practice in the teaching of English. The focus for this presentation is on the results of the analysis of one course assignment, a written reflection piece, which is created after course participants read and respond to a series of professional readings over a six month period. As assigned readings are explored, pre-service teachers select three quotes and record each on one side of an index card. On the opposite side of the card, they respond to the selected quote. Upon completion of the quote card reflections, they re-read all cards, consider a significant issue they have addressed, and then create a 500 word written reflection piece. Over the course of two years, the researcher has collected 97 written pieces. Analysis of this collected data is in progress; the focus is on determining the extent to which the implementation of this classroom strategy results in pre-service teachers developing and enriching their practical knowledge in the teaching of English. Results of data analysis will be shared.

Stream: Teacher Training and Professional Development

Paper: A paper has not yet been submitted.

Dr. Janet E. McIntosh is currently an Assistant Professor of English at Nipissing University in North Bay. Her teaching responsibilities over the past 7 years include courses in intermediate and senior English methods. She also supervises students on practicum placements. Prior to joining the Faculty of Education, she taught secondary English and Special Education with the Toronto District School Board for 13 years. Her research is in the area of English Education -response to literature, gender and reading, reader response journals, reflective practice. She examines pre-service and novice teachers application of theory into their classroom practice. Articles published focus on pre-service teachers attitudes towards journal implementation, authentic textual engagement in response journals, and journal implementation process used by novice teachers in grades 7-10 English Language Arts classrooms. Presenting papers in both Canada and the United States, she is involved with the Language and Literacy Researchers of Canada, the National Council of Teachers of English, International Reading Association, and Professors of Reading Teacher Educators.