A profile of elementary student teachers: Patterns of reflective thinking and concerns

Effective teachers are those who possess the characteristics (Barrett & Kepler, 1991; Medley, 1985) needed to educate students to become successful individuals. One such characteristic is the ability to be reflective. Increasingly, universities are incorporating acquisition and enhancement of reflective thinking and teaching skills within their teacher education programs.

Student teaching is intended to facilitate the transition from student to teacher. During this experience, student teachers become preoccupied with issues and concerns that play major roles in the success of their field experiences.

This study was designed to address the following questions: (1) Is there a resemblance between student teachers' personality types and those of practicing elementary-school teachers? (2) Are student teachers reflective in thought and action? (3) Are there particular categories of issues with which the student teachers are concerned during their teaching experiences?

The Myers-Briggs Type Indicator, journal writing, and interviews were the instruments used. Subjects were 14 multiple subjects student teachers enrolled in a university student teaching program.

Results indicated that in terms of personality type, the student teachers were similar to student teachers in other studies, but differed from practicing teachers. As a whole, the student teachers were reflective thinkers. Two of the most prominent categories of concerns were subjects' interactions with their master teachers and their self-image.

Based on these findings, university education programs may need to pay more attention to potential teachers as individuals including their concerns about their future as successful, effective teachers. For example, it would be worth investigating the effects of more practical experiences earlier in the training program and more concentration on self-awareness opportunities. Master teachers' influences on student teachers' successes also need a closer look. A more communicative alliance between the university and the public schools to discuss the significant influence of the master teacher could foster a higher rate of success among student teachers' experiences.