ERIC Number: ED459148
Record Type: RIE
Publication Date: 2000-Apr
Putting Theory into Practice: Reflective Teaching and Implications for Use.
Kelly, Janet; Stetson, Ranae; Stetson, Elton; Powell, Angie; Miller, Etta
This study explored classroom teachers' roles as reflective decision makers, surveying 260 K-12 teachers about professional development, teaching strategies, textbooks, testing and measurement, and mechanisms they used to distinguish between successful and unsuccessful teaching methods. Results indicate that nearly all of the teachers think about the effectiveness of their lessons after they are taught, though only 17 percent maintain a log or journal of reflections about their teaching. About 35 percent rarely or never use the same activities for all their classes, while 22 percent frequently or always do. Though most teachers seek new ideas about teaching through staff development and/or graduate classes, only half feel they are offered regular staff development opportunities on reflective teaching. Only 18 percent of teachers seek feedback from their students about lesson effectiveness. Nearly 80 percent say their easiest lessons are those in which they are most interested, and 75 percent believe that focusing on student achievement on state tests sometimes, almost always, or always limits their creativity. Most educators consider themselves reflective. About 40 percent judge lesson success in terms of their students. Responses differ significantly between elementary and secondary teachers in 8 of 18 statements. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).