Journal of Education & Social Policy

Shifting the Learning Paradigm of Preservice Teacher Observations
Antwuan Stinson

Abstract
Reflective teaching has long been acknowledged as a desirable goal of teacher education programs. This paper reports the findings of an investigation of seven preservice secondary school teachers' interpretations of the school observations at an HBCU. Each preservice teacher participated providing feedback, in which the researcher asked for elaboration and clarification of the written responses. This article focused on a deeper analysis of preservice teachers’ observations as a group based on the reflective feedback during the 30-hour course requirement. Participants who completed the 30-hour requirement as a group indicated they garnered a greater satisfaction throughout the process than separately.

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