TEACHER-EDUCATION STUDENTS VIEWS OF CLASS DISCUSSION - IMPLICATIONS FOR FOSTERING CRITICAL REFLECTION

In an attempt to understand what factors motivate teacher education students to participate in class discussions, questionnaires were administered to students from two teacher education programs in the U.S.A. In addition, 30 students were interviewed. Findings point to the estimation of the worth of one's ideas as a key issue in class discussions. Men and older students believed that their ideas made important contributions more often than other students. Findings revealed that the topic, the classroom climate, and advance preparation are central factors influencing students' participation. The importance of fostering students' reflection about, as well as through, discussion is emphasized.