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

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