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ERIC Number: EJ1160301
Record Type: Journal
Publication Date: 2017
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0924-3453
Teachers' Professional Learning Experiences and Their Engagement in Reflective Practice: A Replication Study
Camburn, Eric M.; Han, Seong Won
School Effectiveness and School Improvement, v28 n4 p527-554 2017
This study investigates the association between teachers' exposure to different kinds of learning experiences and the degree to which they actively reflect on their teaching. We examine this association using data from 3 samples of teachers and schools in the United States. By examining multiple samples, we sought to strengthen the validity of our conclusions and understand whether and how the relationship between teachers' engagement in reflection and their learning experiences varies across different kinds of work contexts. In all the 3 samples studied, we found that teachers engaged in reflective practice more often when they had more regular access to embedded learning opportunities which we define as collaborating with peers on instructional matters or working with instruction experts. This consistent result across all 3 samples suggests that embedded learning opportunities may provide a supportive context for teacher reflection across a range of settings.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305E040085; R305A090316