This qualitative, phenomenological research study was designed to study the impact reflection has on student teachers. This study examines how and if reflection changes teaching practice. Specifically, how do student teachers use reflection to change practices during student teaching experiences? \"Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of assumptions, and develop alternative ways of acting\" (Cranton 1996, p. 211). After conducting thorough interviews, the following themes emerged:
With the findings of this study, teacher education programs and schools alike will understand the dynamics of reflection, the difficulties that arise, and the need for creating sound reflective practices, which will support the continuing efforts of reflection in order to change teaching practice.
","abstract_html":"<p>This qualitative, phenomenological research study was designed to study the impact reflection has on student teachers. This study examines <em>how</em> and<em> if</em> reflection changes teaching practice. Specifically, <em>how do student teachers use reflection to change practices during student teaching experiences</em>? "Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of assumptions, and develop alternative ways of acting" (Cranton 1996, p. 211). After conducting thorough interviews, the following themes emerged:</p> <ol> <li>Time</li> <li>Perspective</li> <li>Reflective Process</li> </ol> <p>With the findings of this study, teacher education programs and schools alike will understand the dynamics of reflection, the difficulties that arise, and the need for creating sound reflective practices, which will support the continuing efforts of reflection in order to change teaching practice.</p>","abstract_has_math":false,"creators":["Salter, Kimberly A"],"institution":null,"degree_name":"Education Specialist","degree_level":"Education Specialist","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Dr. Bethney Bergh"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-01T07:00:00Z","date_published":"2022-04-01T07:00:00Z","updated_at":"2026-07-24T03:24:17Z","subjects":["Student-Teacher","Reflection","Qualitative","Phenomenological","Time","Perspective","Reflective Process","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/704","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Bethney Bergh"]},{"key":"dc:creator","label":"Author","values":["Salter, Kimberly A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Education Specialist"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student-Teacher","Reflection","Qualitative","Phenomenological","Time","Perspective","Reflective Process","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/704"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative, phenomenological research study was designed to study the impact reflection has on student teachers. This study examines how and if reflection changes teaching practice. Specifically, how do student teachers use reflection to change practices during student teaching experiences? \"Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of assumptions, and develop alternative ways of acting\" (Cranton 1996, p. 211). After conducting thorough interviews, the following themes emerged:
With the findings of this study, teacher education programs and schools alike will understand the dynamics of reflection, the difficulties that arise, and the need for creating sound reflective practices, which will support the continuing efforts of reflection in order to change teaching practice.
"]},{"key":"dc:title","label":"Title","values":["The Need For Introspective Analysis During Teaching"]}]}],"canonical_facts":{"dc:contributor":["Dr. Bethney Bergh"],"dc:creator":["Salter, Kimberly A"],"dc:date.available":["2022-03-31T07:00:00Z"],"dc:description.abstract":["This qualitative, phenomenological research study was designed to study the impact reflection has on student teachers. This study examines how and if reflection changes teaching practice. Specifically, how do student teachers use reflection to change practices during student teaching experiences? \"Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of assumptions, and develop alternative ways of acting\" (Cranton 1996, p. 211). After conducting thorough interviews, the following themes emerged:
With the findings of this study, teacher education programs and schools alike will understand the dynamics of reflection, the difficulties that arise, and the need for creating sound reflective practices, which will support the continuing efforts of reflection in order to change teaching practice.
"],"dc:identifier":["https://commons.nmu.edu/theses/704"],"dc:subject":["Student-Teacher","Reflection","Qualitative","Phenomenological","Time","Perspective","Reflective Process","Educational Administration and Supervision"],"dc:title":["The Need For Introspective Analysis During Teaching"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Education Specialist"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T03:24:17Z"}