Preservice Spanish teachers analyze a nonexemplary lesson: Critical reflection in teacher preparation

Previous research has explored the possibility of changing preservice teachers' beliefs and has examined the role of methods courses and field experiences in shaping their pedagogical views. This study uncovers the beliefs of preservice Spanish teachers by examining how they evaluate a lesson at the beginning and end of a methodology course and how they describe any changes of perspective they experience. The findings indicate that participants varied in their evaluations and highlight the value of observation in teacher preparation. Though exposure to good pedagogy is helpful for future teachers, these findings suggest that it may also be valuable to evaluate a non-exemplary lesson that does not reflect the Standards. This type of observation provides a unique opportunity for reflection not only on the pedagogy employed in the lesson but also on one's own development as a teacher.