Reflective Collaboration Practices to Explore Personal Belief Systems in Teacher Preparation Courses
Abstract
The purpose of this article is to examine the need for intentionally designed faith integration conversations to explore the personal belief systems and concerns of teacher candidates through the use of effective reflective collaboration strategies in their preparation courses. The influence of one’s prior experiences and personal belief system cannot be underestimated when working effectively in a pluralistic society. This necessitates that all teachers be cognizant of how their belief system shapes interactions with students and families, as well as how they plan for instruction. Student voice and reflective collaboration techniques are important instructional tools that can be integrated into teacher preparation courses at Christian universities to assist pre-service teachers in reaching this understanding. Practical strategies to address faith integration questions are discussed in this article to assist instructors with incorporating student voice and reflective collaboration practices in their university classrooms.
Recommended Citation
Picano, K. (2011). Reflective Collaboration Practices to Explore Personal Belief Systems in Teacher Preparation Courses. International Christian Community of Teacher Educators Journal, 7(1).