NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057774
Record Type: Journal
Publication Date: 2015-Apr
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1558-6898
Reflective Teaching via a Problem Exploration--Teaching Adaptations--Resolution Cycle: A Mixed Methods Study of Preservice Teachers' Reflective Notes
Hayden, H. Emily; Chiu, Ming Ming
Journal of Mixed Methods Research, v9 n2 p133-153 Apr 2015
We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem resolution. In this sequential mixed methods design, exploratory qualitative analysis revealed co-occurrence of problem exploration, instructional adaptation, and problem resolution. Confirmatory quantitative analysis found significant relationships: preservice teachers who engaged in more problem exploration or description of instructional adaptations reported more problem resolutions the following week. Results support mixed method, longitudinal analyses to analyze preservice teachers' written reflections, and use of written reflections with responsive feedback to develop preservice teachers' agency for problem solving.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A