The Need For Introspective Analysis During Teaching

<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>

Name thesis:degree_name

Education Specialist

Level thesis:degree_level

Education Specialist

Discipline thesis:degree_discipline

Education, Leadership and Public Service

Year dc:date.available

2022

Author dc:creator

• Salter, Kimberly A

Contributors dc:contributor

• Dr. Bethney Bergh

• Student-Teacher
• Reflection
• Qualitative
• Phenomenological
• Time
• Perspective
• Reflective Process
• Educational Administration and Supervision

Repository record dc:identifier

https://commons.nmu.edu/theses/704

OAI identifier oai:identifier

oai:commons.nmu.edu:theses-1742