A process for understanding how a field‐based course influences teachers’ beliefs and practices

Abstract

This study examined changes in teachers’ beliefs and practices using video to enhance self‐evaluation and guided reflection. Participants (N = 11) were enrolled in afield‐based intensive reading methods course that included a practicum component. Pre‐ and post‐data were collected from four sources: (a) a teaching‐beliefs questionnaire, (b) videotapes of two teaching episodes, (c) videotapes of two post‐teaching reflective conferences, and (d) a videotaped portfolio presentation. Analysis followed the method developed by Menges and Rando (1989) to categorize espoused and implicit theories of teaching. In addition, four cases were analyzed for in‐depth descriptions of the change process (Merriam, 1988). Multicase analysis provided insight into how teacher change occurred through opportunities for guided reflection.