Date of Award

4-2022

Degree Type

Education Specialist

Degree Name

Education Specialist

Department

Education, Leadership and Public Service

Program

Educational Administration and Supervision

First Advisor/Chairperson

Dr. Bethney Bergh

Abstract

This qualitative, phenomenological research study was designed to study the impact reflection has on student teachers. This study examines how and if reflection changes teaching practice. Specifically, how do student teachers use reflection to change practices during student teaching experiences? "Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of assumptions, and develop alternative ways of acting" (Cranton 1996, p. 211). After conducting thorough interviews, the following themes emerged:

  1. Time
  2. Perspective
  3. Reflective Process

With the findings of this study, teacher education programs and schools alike will understand the dynamics of reflection, the difficulties that arise, and the need for creating sound reflective practices, which will support the continuing efforts of reflection in order to change teaching practice.

Access Type

Open Access

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