{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/37862"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/37862","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The transmission of craft knowledge: factors of influence on the process of reflection","abstract":"The purpose of this case study was to explore and describe the process of reflection as it developed during a school year for one cooperating teacher engaged in the coaching process with two student teachers. My interest was driven by the need currently expressed by researchers (Munby, 1989; Russell, 1988; Schon, 1987; Shulman, 1987; Weiss & Louden, 1989) to extend our understanding of reflection to the work of individual teachers. Using Schon's (1983, 1987) account of reflection as the theoretical framework, this study describes the evolution of one teacher's reflective practice as it occurred within reflective interviews, dialogues with her student teachers, and during classroom instruction, tracing the development and changes that occurred in her perspective on her work before, during, and as a result of events of practice. Anomalies in that process--occasions typified by reversions to earlier stages of development--were examined, and factors of influence on her reflection, perceptions, and actions were determined. This work establishes a general structure of the developmental reflective process of a cooperating teacher and identifies emergent patterns in the way she spoke of her work, interacted with her student teachers, and transmitted knowledge. Patterns of control, patterns in the way that problems were framed, and patterns of the use of metaphors in the language manifested themselves through the teacher's own words which captured her thinking, beliefs, and knowledge of practice. Factors that appeared to influence those patterns include (1) the constraints of time and of the school environment, (2) the cooperating teacher's own personal history and educational experiences, and (3) the cooperating teacher's participation in a clinical faculty project, a program for cooperating teachers that provided the opportunity for reflective interaction and guided teachers through the process of collaborative inquiry and joint experimentation. This description may clarify the notion of reflection, and may help develop principles of good practice and more clear-cut strategies in the coaching process of students and cooperating teachers and in the continuing professional development of experienced teachers.","abstract_html":"The purpose of this case study was to explore and describe the process of reflection as it developed during a school year for one cooperating teacher engaged in the coaching process with two student teachers. My interest was driven by the need currently expressed by researchers (Munby, 1989; Russell, 1988; Schon, 1987; Shulman, 1987; Weiss & Louden, 1989) to extend our understanding of reflection to the work of individual teachers. Using Schon's (1983, 1987) account of reflection as the theoretical framework, this study describes the evolution of one teacher's reflective practice as it occurred within reflective interviews, dialogues with her student teachers, and during classroom instruction, tracing the development and changes that occurred in her perspective on her work before, during, and as a result of events of practice. Anomalies in that process--occasions typified by reversions to earlier stages of development--were examined, and factors of influence on her reflection, perceptions, and actions were determined. This work establishes a general structure of the developmental reflective process of a cooperating teacher and identifies emergent patterns in the way she spoke of her work, interacted with her student teachers, and transmitted knowledge. Patterns of control, patterns in the way that problems were framed, and patterns of the use of metaphors in the language manifested themselves through the teacher's own words which captured her thinking, beliefs, and knowledge of practice. Factors that appeared to influence those patterns include (1) the constraints of time and of the school environment, (2) the cooperating teacher's own personal history and educational experiences, and (3) the cooperating teacher's participation in a clinical faculty project, a program for cooperating teachers that provided the opportunity for reflective interaction and guided teachers through the process of collaborative inquiry and joint experimentation. This description may clarify the notion of reflection, and may help develop principles of good practice and more clear-cut strategies in the coaching process of students and cooperating teachers and in the continuing professional development of experienced teachers.","abstract_has_math":false,"creators":["Lawson, Judith Pharr"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Curriculum and Instruction","school":null,"contributors":[],"advisors":[],"committee_chairs":["Kelly, Patricia Proudfoot"],"committee_members":[],"year":1990,"date_issued":"1990-03-01","date_published":"1990-03-01","updated_at":"2026-07-22T22:20:27Z","subjects":[],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-05222007-091307"],"render_values":[{"text":"etd-05222007-091307","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/37862","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Kelly, Patricia Proudfoot"]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum and Instruction"]},{"key":"dc:creator","label":"Author","values":["Lawson, Judith Pharr"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T21:11:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T21:11:25Z","2007-05-22"]},{"key":"dc:date.issued","label":"Date","values":["1990-03-01"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-05222007-091307"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/37862"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this case study was to explore and describe the process of reflection as it developed during a school year for one cooperating teacher engaged in the coaching process with two student teachers. 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This work establishes a general structure of the developmental reflective process of a cooperating teacher and identifies emergent patterns in the way she spoke of her work, interacted with her student teachers, and transmitted knowledge. Patterns of control, patterns in the way that problems were framed, and patterns of the use of metaphors in the language manifested themselves through the teacher's own words which captured her thinking, beliefs, and knowledge of practice. Factors that appeared to influence those patterns include (1) the constraints of time and of the school environment, (2) the cooperating teacher's own personal history and educational experiences, and (3) the cooperating teacher's participation in a clinical faculty project, a program for cooperating teachers that provided the opportunity for reflective interaction and guided teachers through the process of collaborative inquiry and joint experimentation. 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