A Case Study of Preservice Teacher Development Using Korthagen's Three-Level Teacher Learning Model

• In Event: Cognition, Dispositions, and Perceptions of Preservice Teachers Regarding Field Experiences

Abstract

Using Korthagen’s (2010) three-level teacher learning model, I conducted a qualitative study addressing two questions: 1) Do preservice teachers show a development of knowledge about teaching during field experiences? 2) If they do, what factors contribute to that development? Data were collected through interviews, supplemented by observation videos and notes, and document analysis. The findings show that participants showed some good progress, which could be attributed to the opportunity to reflect on practice, subject matter mastery, good instructional support, having more diverse coursework, and having a disposition to focus on students. This study suggests that teacher education should provide experiences in which needs and Gestalts are triggered and elaborated, and preservice teachers are given opportunities to reflect on those experiences.

Author

• Iwan Syahril, Michigan State University