Year of Award


Document Type


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


reflective thinking


University of Montana


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.



© Copyright 2021 Kathleen M. Hill