Key points are not available for this paper at this time.
This article provides an in-depth study of one student during his two semesters of student teaching in a graduate preservice program. Data for the study were drawn from the student's dialogue jour nals, documents, interviews with supervisors, and observation and interview of the student during his first year of teaching. The interpretive focus is on how a program designed to prepare deliberative teachers can serve a student who resists reflective thinking. Findings suggest that although the dialogue journal provides an effective index of student thinking, it must be used appropriately by supervisors and may need to be supplemented with other tools for development of reflective thought, such as the personal journal.
Frances S. Bolin (Mon,) studied this question.