TEACHER’S USE OF REFLECTIVE THINKING

Author

Kathleen M. Hill

Year of Award

2021

Document Type

Dissertation

Degree Type

Doctor of Education (EdD)

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

David R. Erickson

Commitee Members

Georgia A. Cobbs, Frederick A. Peck, Martin G. Horejsi, Jeb S. Puryear

Keywords

reflective thinking

Publisher

University of Montana

Abstract

This qualitative case study examined how teachers use reflective thinking. Teachers participating in a professional development course designed to increase knowledge and understanding of reflective thinking were investigated. Two of those teachers were looked at in depth. Data was collected and organized on four teacher practices: planning, implementation, questioning, and professional reflection. Based on the findings, teachers use reflective thinking for lesson planning, interacting with students, and for personal and professional growth. Lasting impacts on professional reflection were evident for one participant after ten months. This study tells the story of two teacher’s understanding and use of reflective thinking.

Recommended Citation

Hill, Kathleen M., "TEACHER’S USE OF REFLECTIVE THINKING" (2021). Graduate Student Theses, Dissertations, & Professional Papers. 11739.
https://scholarworks.umt.edu/etd/11739