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ERIC Number: ED517150
Record Type: Non-Journal
Publication Date: 2010
Pages: 189
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-1130-1
Teacher Reflective Practice in Jesuit High Schools
Klug, Joseph H.
ProQuest LLC, Ph.D. Dissertation, Saint Louis University
Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective practice among their teachers. An improved understanding of the methods that both teachers and schools use to promote reflective practice may allow for more meaningful professional development and growth among teachers. Twelve teachers from three Jesuit high schools in the Midwest participated in semi-structured interviews in this qualitative study. The researcher identified three domains of inquiry, including: (1) Describing Individual Reflective Practice, (2) Describing Reflective Practice with Others, and (3) Describing School-wide Reflective Practice in Jesuit High Schools. Analysis of the interview data revealed commonalities in teachers' definitions of individual reflective practice but little similarity in the methods that teachers used to reflect on their teaching practices. Teachers' reflective practice with others appeared sporadic and methods, again, seemed to have little in common. The inherent culture of reflection, however, appeared evident in most of the participants' experiences at the Jesuit schools. Further, the opportunities for spiritual direction and growth, and the subsequent reflection they encouraged, were also noteworthy in the data analysis. A description of teacher reflection and Jesuit school programs that support teacher reflective practice should assist administrators and teachers in designing professional development that further encourages the practice. Moreover, understanding the experiences of teachers, including their perceptions and struggles, should provide suggestions for enhancing the reflective practices of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A