Linking theory and practice in teacher education: An analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools

A prevalent dilemma in preservice teacher education is the effort to bridge the gap between theory and practice. Researchers working within teacher education engage in a process of examination to understand how preservice teachers develop over time in response to the teacher education program, and how they have developed their professional identity as they finish the program. This study examines the critical elements of an urban-focused program in which teacher candidates participate, so that the relationship between student thinking and program components can be connected.; The study asked four questions: What role do preservice teacher education programs play in informing and influencing teacher belief systems? What role do preservice teachers' beliefs play in their reflection? What role do reflective journals in teacher education play in informing teachers' beliefs and instructional practices? What role can teacher educators play in facilitating transformative learning processes in teacher candidates during preservice programs in urban settings?; The study utilized qualitative research methods by examining through deep analysis the journal entries and reflective assignments of 15 teacher candidates from the Masters of Arts in Teaching program at a large urban private university.; The findings of the study indicate that prospective teachers experience difficulty in linking the practice of teaching to the perspectives of teaching. This speaks to their limited understanding of the links between student assessment and high quality instruction. Results of the analysis demonstrate that, based on the framework of Hatton and Smith (1995), the teacher candidates engaged in beginning stages of reflection.; The research findings suggest that development of a framework for reflection would help teacher educators to structure experiences and activities in coursework and field experience. Immersion into the classroom does not tend to foster the development of inquiry. Therefore it is important to promote a habit of inquiry during teacher preparation, as well as support teacher candidates in understanding the vital role inquiry and reflection have in teaching and learning.