Qualitative Self-Coding as a Tool for Teacher Candidate Growth and Reflection
Format Type
Plenary
Format Type
Paper
Start Date
14-1-2021 1:30 PM
End Date
14-1-2021 1:50 PM
Abstract
Reflective journaling is commonly used in teacher education to document candidates' field-experiences, support self-reflection, and cultivate professional dispositions. Given the prevalence of journaling as a pedagogical tool, the authors have developed and researched a method of empowering pre-service candidates with the tools of the researcher by teaching them how to apply qualitative coding to their reflective journal writing. This paper details a systematic process for teaching InVivo and thematic (Miles, Huberman, & Saldaña, 2014) self-coding to pre-service candidates. Further, the authors share trends from the application of the self-coding method in three different institutions: a small private liberal arts college (n=32), a public liberal arts university (n= 13), and a large state university (n=45). Findings indicate that in all three settings (N=90), the process of self-coding reflective journals bolstered teacher candidates' dispositional growth and reflexivity. Implications for teacher preparation and bridging the process to in-service educator professional development are discussed.
Keywords
qualitative coding, self-coding, teacher preparation, reflective journaling, teacher reflection
Qualitative Self-Coding as a Tool for Teacher Candidate Growth and Reflection
Reflective journaling is commonly used in teacher education to document candidates' field-experiences, support self-reflection, and cultivate professional dispositions. Given the prevalence of journaling as a pedagogical tool, the authors have developed and researched a method of empowering pre-service candidates with the tools of the researcher by teaching them how to apply qualitative coding to their reflective journal writing. This paper details a systematic process for teaching InVivo and thematic (Miles, Huberman, & Saldaña, 2014) self-coding to pre-service candidates. Further, the authors share trends from the application of the self-coding method in three different institutions: a small private liberal arts college (n=32), a public liberal arts university (n= 13), and a large state university (n=45). Findings indicate that in all three settings (N=90), the process of self-coding reflective journals bolstered teacher candidates' dispositional growth and reflexivity. Implications for teacher preparation and bridging the process to in-service educator professional development are discussed.