Enriching a preservice teacher’s classroom experiences through cycles of teaching and reflection

This study adds momentum to the ongoing teacher education discussion by observing a preservice teacher's development and implementation of a lesson plan in a high school classroom. The consequences of his lack of teaching experience and incomplete content knowledge on his pedagogical content knowledge were observed during his planning and teaching of a lesson to a group of high school students. Although his experience in this study did not substantially alter his content and pedagogical content knowledge, he gained experience in preparing and teaching a lesson. The results indicate that preservice teachers benefit from multiple cycles of planning, implementing, and reflecting on their teaching, in stages of increasing awareness, under the supervision of their professors and experienced teachers.

Preservice Teacher ,

Reflection ,

Content Knowledge ,

Pedagogical Content Knowledge ,