Abstract
A year-long study was conducted to address questions concerning student teachers' concerns and the development of those concerns over time. Journals kept by 19 elementary student teachers during their 1-year education program showed that these students: (a) evidenced a broad range of concerns, (b) developed toward independence from student to teacher as they progressed through their education program, and (c) reflected over educational aims and practices when given opportunities and support to do so. This study suggests that teacher educators may enhance student teachers' learning and professional development by encouraging their inquiry and reflection.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 65-80 |
| Number of pages | 16 |
| Journal | Teaching and Teacher Education |
| Volume | 9 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 1993 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
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