Self-reflection in early childhood education is one reform effort that has taken hold in the education community. This study shares some of the findings of a qualitative study that explored how five teachers identified and implemented strategies of self-reflection, and how these strategies informed their practice. The purpose of this study was to better understand self-reflection and how it influences interactions with families. The theoretical framework originates in the works of Touchpoints® and Bandura, and applies a theoretical framework to give voice to the teachers within the context of their community action program. Four themes were culled from the data and categorized within three methods. These themes highlighted how the teachers internalized and practiced self-reflection in this program. The findings suggest that these teachers had a sophisticated understanding of self-reflection and learned to reflect through various opportunities, and in different contexts. This study has implications for the ways in which teachers learn about self-reflection, practice strategies while interacting with families, and is insightful for teacher to become reflective practitioners.
","abstract_html":"<p>Self-reflection in early childhood education is one reform effort that has taken hold in the education community. This study shares some of the findings of a qualitative study that explored how five teachers identified and implemented strategies of self-reflection, and how these strategies informed their practice. The purpose of this study was to better understand self-reflection and how it influences interactions with families. The theoretical framework originates in the works of Touchpoints® and Bandura, and applies a theoretical framework to give voice to the teachers within the context of their community action program. Four themes were culled from the data and categorized within three methods. These themes highlighted how the teachers internalized and practiced self-reflection in this program. The findings suggest that these teachers had a sophisticated understanding of self-reflection and learned to reflect through various opportunities, and in different contexts. This study has implications for the ways in which teachers learn about self-reflection, practice strategies while interacting with families, and is insightful for teacher to become reflective practitioners.</p>","abstract_has_math":false,"creators":["Cunningham, Nena M."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michelle Collay","Carol Burbank","Beth Hatcher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-09-01T07:00:00Z","date_published":"2016-09-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Educational Leadership","Educational Methods","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/81","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Collay","Carol Burbank","Beth Hatcher"]},{"key":"dc:creator","label":"Author","values":["Cunningham, Nena M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-09-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Leadership","Educational Methods","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/81"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Self-reflection in early childhood education is one reform effort that has taken hold in the education community. This study shares some of the findings of a qualitative study that explored how five teachers identified and implemented strategies of self-reflection, and how these strategies informed their practice. The purpose of this study was to better understand self-reflection and how it influences interactions with families. The theoretical framework originates in the works of Touchpoints® and Bandura, and applies a theoretical framework to give voice to the teachers within the context of their community action program. Four themes were culled from the data and categorized within three methods. These themes highlighted how the teachers internalized and practiced self-reflection in this program. The findings suggest that these teachers had a sophisticated understanding of self-reflection and learned to reflect through various opportunities, and in different contexts. This study has implications for the ways in which teachers learn about self-reflection, practice strategies while interacting with families, and is insightful for teacher to become reflective practitioners.
"]},{"key":"dc:title","label":"Title","values":["The Influences Of Teacher Self-Reflection Practices While Interacting With Families"]}]}],"canonical_facts":{"dc:contributor":["Michelle Collay","Carol Burbank","Beth Hatcher"],"dc:creator":["Cunningham, Nena M."],"dc:date.available":["2016-09-09T07:00:00Z"],"dc:description.abstract":["Self-reflection in early childhood education is one reform effort that has taken hold in the education community. This study shares some of the findings of a qualitative study that explored how five teachers identified and implemented strategies of self-reflection, and how these strategies informed their practice. The purpose of this study was to better understand self-reflection and how it influences interactions with families. The theoretical framework originates in the works of Touchpoints® and Bandura, and applies a theoretical framework to give voice to the teachers within the context of their community action program. Four themes were culled from the data and categorized within three methods. These themes highlighted how the teachers internalized and practiced self-reflection in this program. The findings suggest that these teachers had a sophisticated understanding of self-reflection and learned to reflect through various opportunities, and in different contexts. This study has implications for the ways in which teachers learn about self-reflection, practice strategies while interacting with families, and is insightful for teacher to become reflective practitioners.
"],"dc:identifier":["https://dune.une.edu/theses/81"],"dc:subject":["Educational Leadership","Educational Methods","Teacher Education and Professional Development"],"dc:title":["The Influences Of Teacher Self-Reflection Practices While Interacting With Families"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}