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Dissertations / Theses on the topic 'Teacher's professional reflection'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Attard, Karl. "Reflecting on reflection : a case-study of one teacher's early-career professional learning." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/34494.

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This research aims to analyse the ways in which one early-career teacher learns through and about professional practice. Data presented in this study are drawn from thirty months of reflective teaching and focus on pedagogical practices, critical reflection upon those practices, and the teacher's ongoing professional learning. The research methods used in this study are a combination of qualitative methods including reflection, action research, and case-study (more specifically, self-study). Also, reflective journal writing has been a useful tool for the teacher-researcher to understand his ow

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2

April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.

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Thesis (MEdPsych)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal wr

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Prilop, Christopher Neil [Verfasser], Marc [Akademischer Betreuer] Kleinknecht, Marc [Gutachter] Kleinknecht, Matthias [Gutachter] Nückles, and Alexander [Gutachter] Gröschner. "Fostering and assessing preservice teacher's professional competence with digital reflection and feedback environments / Christopher Neil Prilop ; Gutachter: Marc Kleinknecht, Matthias Nückles, Alexander Gröschner ; Betreuer: Marc Kleinknecht." Lüneburg : Leuphana Universität Lüneburg, 2021. http://d-nb.info/1237497515/34.

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4

Imel, Telena S., Philip B. McManus, Maryanne Palmer, and Christine Panarese. "Engaging Teachers in the Reflective Process: How one Massachusetts School District Facilitates and Sustains Teacher Growth." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3834.

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Thesis advisor: Lauri Johnson<br>This qualitative case study examined the perceptions of teachers and leaders in one Massachusetts school district about the actions of school leaders that engaged teachers in the reflective process. Utilizing Lave and Wenger's (1991) "Communities of Practice" as a framework enabled the researcher to examine the extent to which a social process of learning existed and whether the district's current structures and conditions engaged teachers in the reflective process. The findings from this study drew upon interview, observation, and document data to explore teac

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Cullen, Danielle M. "EXPLORING ELEMENTARY GENERAL MUSIC TEACHERS’ REFLECTIVE STRATEGIES WITHIN A TEACHER COLLABORATION GROUP: AN INSTRUMENTAL CASE STUDY." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/522804.

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Music Education<br>Ph.D.<br>The purpose of this instrumental case study was to describe the ways two elementary general music teachers participating in a teacher collaboration group (TCG) used reflective strategies in their classrooms. The following questions initially framed the case: When these two teachers engaged in reflective strategies, (1) What did they notice about their students’ performance and their own teaching practices? (2) What did they describe as the benefits and challenges of incorporating reflective strategies? and (3) What insights did they articulate as a result of their p

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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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7

Loneragan, Damian James. "Teachers' professional learning : perspectives and reflections of practising teachers." Thesis, Open University, 2016. http://oro.open.ac.uk/49556/.

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This thesis uses a case study to explore teachers’ professional learning in one secondary school in the south of England. An interpretive, qualitative case study approach was adopted. Data were collected using semi-structured interviews, questionnaires and staff biographies to explore the key research questions. These investigated how the teachers perceive their own learning and development, what teachers think they learn and develop and what activities impact teachers’ learning and development. A review of the conceptual frameworks focused on three different areas. Firstly, a consideration of

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Glathar, Wade R. "Action Research as Professional Development: A Study of Two Teachers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1627.

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This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from inte

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9

DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.

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Valdez, M. Michele. "Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Kelley, Marilin Annie. "Teachers' Reflection on Inquiry-Oriented Instruction in Online Professional Development." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/101847.

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In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through

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Chavez, Kathryn J., and Kathryn J. Chavez. "Creating and Recreating Theory, Praxis, and Professional Development." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621118.

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This study investigated two questions: a) What is the relationship between reflection and professional development? and b) What is the role of reflection in teachers' instructional decision-making? Teachers are often conflicted by competing theories (e.g. behaviorist vs. constructivist) and principles (progressives vs. essentialists) at both national and state levels. Other sources of conflict teachers encounter stem from standards-based teaching, student assessments and teacher evaluations. For over eighty years educational theorists (e.g., Dewey, 1933; Fenstermacher, 1994; Schon, 1983) have

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Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery

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Zwozdiak-Myers, Paula. "An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.

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In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers

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Hartnell-Young, Elizabeth. "Towards knowledge building : reflecting on teachers' roles and professional learning in communities of practice /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000921.

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Savran, Gencer Ayse. "Professional Development Of Preservice Biology Teachers Through Reflective Thinking." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609304/index.pdf.

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ABSTRACT PROFESSIONAL DEVELOPMENT OF PRESERVICE BIOLOGY TEACHERS THROUGH REFLECTIVE THINKING Savran Gencer, AySe Ph.D., Department of Secondary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Jale &Ccedil<br>akiroglu Co-Supervisor: Assoc. Prof. Dr. Ceren Tekkaya January 2008, 230 pages The study aims to explore preservice biology teachers&rsquo<br>reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking

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Whitney, Brian T. "Searching for patterns of discourse in a sea of professional development : professional learning and teacher discourse /." Boise State University: Complete ScholarWorks record including accompanying resources if available, 2009. http://scholarworks.boisestate.edu/td/20/.

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Jay, Joelle K. "Matters of reflection in quality teaching : a study of teachers' reflection in the contexts of their professional lives /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7917.

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Sumsion, Jenny. "Early childhood student teachers' reflection on their professional development and practice a longitudinal study /." Connect to full text, 1997. http://hdl.handle.net/2123/379.

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Thesis (Ph. D.)--University of Sydney, 1997.<br>Title from title screen (viewed Apr. 15, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.

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Worrell, Paige Lea. "The use of journaling as a means of reflection for greater technology implementation among teachers." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4920/.

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The purpose of this multiple case-study was to determine whether the use of reflective journals during graduate coursework impacts the level of technology implementation in instructional settings for experienced teachers. This study examined the relationships between: (1) levels of reflection demonstrated in journal responses, (2) the level of technology implementation, and (3) teachers' attitudes about technology implementation. The coding scheme used to determine levels of reflection in the journals was based on the framework of Leung and Kember. The LoTi questionnaire, developed in 1995 by

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Le, Clercq Dianne. "Practicum as a context for host teachers' professional development through discourse and reflection." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36568/1/36568_Digitised%20Thesis.pdf.

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Practicum is perceived by both student teachers and practising teachers to be vitally important in the process oflearning to teach. However, as student enrolments into early childhood courses rise, there seems to be an almost corresponding fall in the number of early childhood teachers offering to accept student teachers for practicum. In beginning to investigate the reason for this critical situation, I found, besides the many legitimate calls on teachers' time, and the numerous stressors affecting their teaching, that there was also a critical shortage of professional development opportuniti

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Brilhart, Daniel L. "Teacher conceptualization of teaching integrating the personal and the professional /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186666429.

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Bloomquist, Debra Lynn. "The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

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SUMSION, Jennifer. "EARLY CHILDHOOD STUDENT TEACHERS' REFLECTION ON THEIR PROFESSIONAL DEVELOPMENT AND PRACTICE: A LONGITUDINAL STUDY." University of Sydney, -, 1997. http://hdl.handle.net/2123/379.

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During the past fifteen years there has been increasing interest in the role of reflection in professional development, especially amongst teacher educators. Yet although many preservice programs now place considerable emphasis on encouraging and assisting student teachers to reflect on their practice, reflection remaings a problematic notion. There is little consensus, for example, about what constitutes reflection, how it might be identified, and whether it can be promoted. This thesis reports a longitudinal study conducted over four years which explored the above issues within the cont

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Hanifin, Pamela Anne, and res cand@acu edu au. "The Role of Reflection in Leading the Professional Development of the Advanced Skills Teacher." Australian Catholic University. School of Educational Leadership, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp208.12082009.

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This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use to create meaning for their practice and to direct their professional learning. The research inquired into how this activity has contributed to their ongoing professional growth by connecting important learning events of the past, to decisions made and action taken when dealing with current problematic curriculum issues. This is relevant as the research was set within Brisbane Catholic Education during a time of

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Emert, Stacie Cook 1962. "Examining teacher thinking through reflective journals: An educator's professional journey." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282261.

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In this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues

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Ni, Lijun. "Building professional identity as computer science teachers: supporting high school computer science teachers through reflection and community building." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42870.

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Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue teaching CS. Teacher education literature, especially te

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Trofort, Michelle McCabe. "A Qualitative Case Study About Online Reflection for Elementary Mathematics Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/7203.

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Many teachers report that they rarely engage in reflection. Asynchronous forums have been used to foster reflection among prospective teachers, but there is limited research about the allocation of time for reflection in an asynchronous forum for practicing teachers. The purpose of this qualitative case study was to (a) determine teachers' perceptions about the benefits and drawbacks of the use of an online forum to allocate time for reflection and (b) to classify the levels of the teachers' reflections in the forum. A conceptual framework based on select writings by Dewey, Hatton and Smith, a

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Crocker, Judith Leslie. "Continuing professional development and curriculum development enhancing teacher satisfaction and commitment /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35339883.

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Loizou, Florentia. "How Cypriot primary school teachers promote their professional development through reflective practice." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487458.

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This study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development. In particular this study explores the Cypriot primary school teachers’ understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as

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Jacquard, Marie Dianne. "Reflective practitioners in the 21st century : a framework for ongoing teacher professional development." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13229/.

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As a Reading Recovery Teacher Leader, it was possible to study a group of teachers learning to teach Reading Recovery. It was observed that not only did the teachers eyes open to the possibilities of student learning, but also to their own learning. With this in mind, the focus of this study is to follow a group of three teachers who are transforming their learning during the 2008-2009 academic year. Parallel to their learning, a new theory of offering professional development will be explored, that could be employed beyond the confines of Reading Recovery. The methodology employed facilitates

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Hayes, Rhonda S. "The Study of Literacy Coaching Observations and Interviews with Elementary Teachers." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/53.

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The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how these interactions serve to support teacher learning. The analysis of the study describes how the coaches support teacher reflection and teaching for processing strategies during guided reading lessons. The literature review suggests that reflective practice (Schön, 1996) involves thoughtfully considering one’s own experiences while being coached by a professional in the discipline. I conducted observations and interviews for two cycles of teaching and c

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Crawford, Paula Hickman. "Exploring the Development of Teaching Expertise: Novice and Expert Teachers? Reflections upon Professional Development." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11172003-140523/.

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The purpose of this study was to examine novice teachers? (n=7) and expert teachers? (n=7) learning experiences and how these experiences were integrated into the teachers? practices. The participants reflected upon experiences from professional development and their classroom during a semi-structured audiotaped interview. Data were analyzed using concept maps and matrices to distill the multipage interview transcriptions into manageable and comparable elements. Theoretical constructs underlying the analysis drew from expertise and situated learning theories. Comparisons between novice and exp

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Hanifin, Pamela Anne. "The role of reflection in leading the professional development of the advanced skills teacher." Thesis, Australian Catholic University, 2000. https://acuresearchbank.acu.edu.au/download/e2f91d2fb8593195609d33f2d9e4a0071f7039d4d1b3ab7557e6aef367d2331d/22000308/64901_downloaded_stream_126.pdf.

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This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use to create meaning for their practice and to direct their professional learning. The research inquired into how this activity has contributed to their ongoing professional growth by connecting important learning events of the past, to decisions made and action taken when dealing with current problematic curriculum issues. This is relevant as the research was set within Brisbane Catholic Education during a time of

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Bridges, Vicki Mashelle. "Mathematics Teacher Perceptions of Lesson Design, Data Reflection, and Achievement in Professional Learning Communities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6529.

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In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to

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Taylor, Dawn Miller. "Perspectives of teacher education graduates about their cooperating teachers during preservice placements." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0928104-230027/unrestricted/TaylorD102704f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0928104-230027 Includes bibliographical references. Also available via Internet at the UMI web site.

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Cavedon, Carolina Christmann. "The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571770.

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<p> With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. </p><p> Teachers Instructional Portfolio

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Cavedon, Carolina Christmann. "The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2075.

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With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were

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Domingo, Cisca Elouise. "Reflective practice as a mechanism for professional development : a narrative inquiry." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80185.

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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: As a novice teacher I experienced many difficulties and obstacles in my first two years of teaching in a South African context. This experience was further disempowering as there were no support programmes like induction or mentoring programmes in place to support the transition from student to teacher and to grow professionally. It thus became my concern to ascertain the possibilities of professional development through reflective practice, to highlight some of the strategies which might bring about change, howe

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Jiang, Y. "Reflection, change and reconstruction in the context of educational reform and innovation in China : towards an integrated framework centred on reflective teaching practice for EFL teachers' professional development." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605604.

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This thesis examines the professional development of English as a foreign language teachers engaged in a teacher preparation programme of reflective teaching in a university in China. Situated in the context of the reforms of English language teaching and teacher education, this study focuses on how, if at all, reflective teaching contributes to Chinese university EFL teachers’ development in thinking about English language teaching and their own classroom practice. Adopting an interpretivist and constructivist epistemological paradigm, and drawing on key aspects of reflective teaching theory,

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Hamiloglu, Kamile. "Turkish student teachers' reflections on their professional identity construction and reconstruction process during the practicum." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29135.

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Drawing on sociocultural perspectives in language teacher education, this thesis explores the identity types English language teaching student teachers demonstrated during the transformation from imagined to practised identities (Wenger, 1998) as from primarily being a student to primarily being a teacher (Danielewicz, 2001): what they understood from this transformation; and how reflection on this transformation helped them construct and reconstruct their identities. The study was conducted with eight volunteer non-native student teachers in a state university in Istanbul, Turkey, in the 2011

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Ford, Keith Graham. "A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3741.

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This study explores an EFL practitioner’s teaching life story, with a focus on the development of personal and professional identities, and on the rationale for teaching principles and practices within a Japanese socio-educational context. The study is grounded firmly in the belief that “in understanding something so intensely personal as teaching, it is critical we know about the person the teacher is” (Goodson, 1992, p. 234). As a single participant study this thesis places particular emphasis on the importance of subjective and interpretive insights and understandings as opposed to the gene

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Seddon, John Whittington. "The Outcomes Of New Teachers Being Reflective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1425.

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New university teachers are typically advancing scholars who have recently commenced academic teaching duties. Referred to as neophytes in this study, these teachers are usually early career academics, postgraduate students or sessional lecturers who begin teaching with little more training than attendance at short professional development courses or seminars. Their teaching and learning theories are generally naive and their practice is often limited. In view of the already substantiated connections that have been found between teachers’ conceptions of teaching (COTs) and their practical appr

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Foss, Hagan Bridgt. "The Role of Critical and Collaborative Reflection with Experienced Teachers (via a Discussion Board) in the Professional Development of Novice Teachers." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/596.

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The purpose of this interpretative qualitative study was to explore the role of critical and collaborative reflection in the professional development of novice teachers. This study addressed the research question: What role does critical and collaborative reflection with experienced teachers play in the professional development of novice teachers? Participants in this study were three novice (0-5 years of experience) elementary teachers and three experienced (more than 10 years of experience) elementary teachers. Data were collected through interviews, an initial individual interview and a pos

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Francis, Andrew. "Paths of Becoming: A Hermeneutic Phenomenological Inquiry Into Teacher Candidate Professional Self-Understanding." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32530.

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An extensive body of educational literature examines the process and implications of how an individual becomes a teacher, but studies within this field often minimize or ignore the existential nature of this act of becoming. Something happens to the individual as they enter into the teaching profession and commence their teaching practice and in many educational jurisdictions, those happenings are left for the novice teacher to grapple with in isolation. This study presents interpretations of four teacher candidates’ sense of becoming and provides a meta-analysis of important existential theme

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Pires, Graciana Santos Leal. "Profiss?o docente: uma an?lise do processo de forma??o dos professores dos anos iniciais da rede municipal de educa??o de Diamantina ? MG." UFVJM, 2017. http://acervo.ufvjm.edu.br/jspui/handle/1/1754.

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Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-18T14:23:30Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) graciana_santos_leal_pires.pdf: 1503589 bytes, checksum: f9c464c79ab94a4c6cf2dcc78ec89822 (MD5)<br>Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-19T12:13:00Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) graciana_santos_leal_pires.pdf: 1503589 bytes, checksum: f9c464c79ab94a4c6cf2dcc78ec89822 (MD5)<br>Made availabl

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Plummer, Glenda Christine. "Making connections with students in at-risk situations : reflections and interpretations." Thesis, University of Stirling, 1995. http://hdl.handle.net/1893/21846.

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The students and teachers who provided data for this study were participants in school dropout prevention programs in the province of New Brunswick, Canada. The research was initiated to identify the strategies used by those teachers who are viewed to be effective in their work with students in at-risk situations. The study evolved as an interpretative account of the teachers' reflections. The multiple roles of the researcher in the pursuit of action research were explored, and the reciprocal interaction of the researcher with the research was recognized. The processes used to formulate and ex

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Unrath, Kathleen. "Reflection, the National Board certification process, and its potential impact on National Board Certified art teachers and their practice /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052225.

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Leialoha, Deborah Nalani Ukpokodu Omiunota Nelly. "The perceived impact of professional development school reflective and inquiry experiences on teacher candidates' practice." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2004.<br>"A dissertation in education and social sciences consortium." Advisor: Omiunoto [i.e., Omiunota] Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 27, 2006. Includes bibliographical references (leaves 139-153 ). Online version of the print edition.

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Gelfuso, Andrea M. "Insights Into Reflection and Pre-service Teacher Education: An Hermeneutic Phenomenology." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4894.

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With recent calls for teacher education programs to increase both the quantity and quality of field experiences (NCATE, 2010), it is important for teacher educators to understand how pre-service teachers create meaning from those experiences. Reflection is a mode of thought historically associated with creating "warranted assertabilities" (Dewey, 1938, p.15) from experience. Therefore, reflection is a common component of many teacher education programs (Darling-Hammond, 2010). Despite the abundance of research that has been conducted about reflection and teacher education, little is understood

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