Abstract
Teacher candidates often find reflection as a topic of discussion and implementation in their university, education program courses. The purpose of this grounded theory (Strauss & Corbin, 1994) research study was to identify attitudes, questions and concerns of undergraduate elementary education student teachers through written reflections during the student teaching semester. The study revealed eight major themes related to the student teaching assignment and experience.
Recommended Citation
Anderson-Murray, Ashley and Freeman, Greta
(2017)
"Curriculum and instruction lessons learned from elementary education student teacher reflections,"
Teacher Education Journal of South Carolina: Vol. 11:
No.
1, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol11/iss1/7