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ERIC Number: ED520653
Record Type: Non-Journal
Publication Date: 2010
Pages: 140
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-0614-4
Reflective Practice: The Teacher in the Mirror
Rayford, Celese Raenee
ProQuest LLC, Ed.D. Dissertation, University of Nevada, Las Vegas
With the enactment of the "No Child Left Behind Act of 2001," administrators have faced extreme pressure to provide professional development to teachers to enhance their skill and knowledge base, make school improvements, and increase student achievement. Research indicated that critical reflection leads to lasting school change and professional growth of teachers. However, few studies examined reflection using the principles of adult learning and reflective practice theory. In this study, this perspective was explored using three distinct ways of reflecting in combination with various reflective practice models. The purpose of this study was to describe the perceptions of elementary administrators and teachers from three states in the west regional area of the United States concerning reflective practice. The study also explored the perceived professional practice of administrators and teachers as it related to reflective practice. Teachers completed a "Reflective Attitude Survey" with open-ended questions. A modified version of the survey was completed by administrators. An analysis of the data determined that teachers believed reflection was important and worthwhile. They liked reflecting about their own teaching. Teachers often reflected in the midst of teaching to make adjustments. Teachers felt that reflection helped them improve their teaching performance. Additionally, teachers needed time to reflect and preferred to dialogue/collaborate with peers. Further analysis revealed that administrators felt reflection was interesting and important. They believed reflecting was useful in improving teacher performance and promoting professional development. Principals promoted reflection using professional learning communities. A comparison of the data suggested that there were significant differences in the perceptions of teachers and principals in 10 areas. However, both groups believed that establishing a supportive environment and developing a shared vision were important to employ reflective practices. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A