Year of Award
Doctor of Education (EdD)
Department or School/College
Phyllis J. Washington College of Education
David R. Erickson
Georgia A. Cobbs, Frederick A. Peck, Martin G. Horejsi, Jeb S. Puryear
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.
Hill, Kathleen M., "TEACHER’S USE OF REFLECTIVE THINKING" (2021). Graduate Student Theses, Dissertations, & Professional Papers. 11739.
© Copyright 2021 Kathleen M. Hill