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Ed.D. Dissertations Graduate Theses & Dissertations

Spring 4-29-2017

A Phenomenological Study on Reflective Teaching

Practice
Abimbola Disu
Concordia University - Portland

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 Concordia University – Portland

College of Education

Doctorate of Education Program

WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE

CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF

Abimbola Disu

CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION

Barbara Weschke, Ph.D., Faculty Chair Dissertation Committee

Joanna Gilmore, Ph. D., Content Specialist

Doris Dickerson, Ed. D., Content Reader

ACCEPTED BY

Joe Mannion, Ed.D.

Provost, Concordia University–Portland

Sheryl Reinisch, Ed.D.

Dean, College of Education, Concordia University, Portland

Jerry McGuire, Ph.D.

Director of Doctoral Studies, Concordia University, Portland
A PHENOMENOLOGICAL STUDY ON REFLECTIVE TEACHING PRACTICE

Abimbola Disu

Concordia University – Portland

College of Education

Dissertation submitted to the Faculty of the College of Education

in partial fulfillment of the requirements for the degree of

Doctor of Education in Teacher Leadership

Committee Chair, Barbara Weschke, Ph.D.

Joanna Gilmore, Ph.D.

Doris Dickerson, Ed.D.

Concordia University Portland

2017
 ABSTRACT

The purpose of this study was to explore the lived experiences of teachers who engage in

reflective teaching practice. This study was conducted at two elementary urban charter schools

in New York City (NYC). A phenomenological research design was used to investigate the

perspectives of twenty-one elementary school teachers who use reflective practice to enhance

teaching effectiveness and promote students’ learning. Purposeful sampling was used in the

selection of the participants. Recommended participants were identified as reflective

practitioners by their principal. Data was gathered using semistructured interviews, which were

conducted in the fall of 2016. The data collection and analysis followed Moustakas (1994)

outlined procedures. After each interview was transcribed significant statements were extracted,

the analyzed statements generated six key themes and eighteen sub-themes. Data analysis and

results revealed that teachers use reflective teaching practice to create meaning from their

classroom experiences and enact necessary steps toward improvement. Through reflective

teaching practice, participants were able to examine their teaching, assess students’ learning,

seek new ideas, and test theories to gain new perspectives on their classroom experiences. This

research study is insightful because it adds to the body of knowledge about ways in which

reflective practice supports teaching effectiveness and promotes students’ learning.

Keywords: reflective teaching, reflective practice, problem solving, teaching

effectiveness, student learning outcomes, and teaching practice

ii
 DEDICATION

This dissertation is dedicated to the unsung heroes—the educators—

committed to reflection, growth, and transformation in education.

Thank you for answering the call to inspire and add value to students.

iii
 ACKNOWLEDGEMENTS

As I reflect on this journey, all I can do is thank God for divine love and favor. Thank

you, Lord, for showing me how to take the limits off so I could reach my full potential. I have

been truly humbled by this experience. I know the best is yet to come.

First I want to thank my mom, Brenda Jackson-Disu; through it all she has been a source

of energy and continued encouragement in pursuing my dreams. I also want to express my

sincere thanks to my dad, Babatunde Disu, for instilling the value of hard work and dedication

toward my desired goal. To my bonus mom, Gloria Myers, thank you for being a nurturer and

always taking an interest in what I do. I am also grateful for the love and encouragement I

received from my siblings, Margaret, Tunde, and Wale. Thank you for the messages of support.

Your humor brought me joy and was always on time. To my sis and bro, Ade and Kola, thank

you for opening your home for moments of reflection and listening to my discussions on all

things concerning “leadership.” And to my loving nephews, Korede and Jaiye, you made my

visits so much fun. Aunty loves you, and you boys rock! Special thanks to my network of

family and friends for your prayers and well wishes; it provided strength for the journey.

Furthermore, I would like to thank my faculty chair, Dr. Barbara Weschke, for her words

of wisdom, added insights, and encouragement. Our discussions prompted me to think deeply

about my topic, my work, and the contribution it will make to the educational community. I

would also like to thank my committee members, Dr. Doris Dickerson and Dr. Joanna Gilmore,

for their keen insights, useful comments, and remarks throughout this learning process.

As John C. Maxwell said, “One is too small a number to achieve greatness.” Fortunately,

there are friends and colleagues that have been invaluable through this journey. I am extremely

grateful to Shander Singletary, Kimberly Harden, and Yawne Robinson for their frequent check-

iv
ins on my progress and sharing ideas in support of my research study. And to Mike Arthur,

thank you for being an encourager and reminder of our accomplishments. We have been on this

doctoral journey together and I’m excited to see where it leads us.

I am also immensely grateful to the principals who took an interest in my study and

graciously granted me access to their reflective teachers. Your permission gave me access to

inspiring educators who expressed commitment to the work they do. And to the teachers who

participated in my study—thank you for taking the time to share invaluable insights on the role

of reflective practice in teaching. Because of you, my dissertation was possible and will be a

voice to the educational community.

v
 Table of Contents

ABSTRACT .................................................................................................................................... ii

DEDICATION ............................................................................................................................... iii

ACKNOWLEDGEMENTS ........................................................................................................... iv

Chapter 1: Introduction ................................................................................................................... 1

Background of the Problem ................................................................................................ 2

Statement of the Problem .................................................................................................... 4

Purpose of the Study ........................................................................................................... 5

Significance of the Study .................................................................................................... 6

Research Design.................................................................................................................. 6

Conceptual Framework ....................................................................................................... 7

Assumptions........................................................................................................................ 9

Limitation ............................................................................................................................ 9

Scope ................................................................................................................................... 9

Delimitation ...................................................................................................................... 10

Definition of Terms........................................................................................................... 10

Summary ........................................................................................................................... 11

Chapter 2: Literature Review ........................................................................................................ 12

Conceptual Framework ..................................................................................................... 13

Constructivism and reflective practice.................................................................. 13

Reflection and transformation in adult learners. ................................................... 14

Review of Research Literature.......................................................................................... 15

Approaches to reflective practice.......................................................................... 15

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 Forms of reflective teaching practice. ................................................................... 20

Review of Methodological Literature ............................................................................... 28

Review of Methodological Issues ..................................................................................... 30

Synthesis of Research Findings ........................................................................................ 32

Critique of Previous Research .......................................................................................... 34

Summary ........................................................................................................................... 36

Chapter 3: Research Methodology................................................................................................ 37

Research Questions and Interview Questions ................................................................... 37

Research questions. ............................................................................................... 38

Purpose and Design of the Study ...................................................................................... 38

Research Population and Sampling Method ..................................................................... 39

Instruments ........................................................................................................................ 40

Data Collection and Analysis............................................................................................ 40

Limitations of the Research Design .................................................................................. 41

Validity ............................................................................................................................. 42

Credibility ......................................................................................................................... 42

Dependability .................................................................................................................... 43

Expected Findings ............................................................................................................. 43

Ethical Issues .................................................................................................................... 43

Conflict of Interest ............................................................................................................ 44

Researcher’s Position ........................................................................................................ 45

Ethical Issues in the Study ................................................................................................ 46

Summary ........................................................................................................................... 46

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Chapter 4: Data Analysis and Results ........................................................................................... 48

Description of the Sample ................................................................................................. 49

Research Methodology and Analysis................................................................................ 50

Data Analysis and Results ................................................................................................ 51

How do elementary school teachers define reflective teaching practice? ............ 51

In what ways do teachers reflect on their teaching? ............................................. 54

What value, if any, do elementary school teachers place on reflective teaching

practice? ............................................................................................................. 59

What forms of reflective teaching practice do teachers use? How do teachers

report that it improves their teaching practice?.................................................. 64

Summary of the Findings .................................................................................................. 73

Textural description (i.e., what was experienced). ............................................... 73

Structural description (i.e., how it was experienced). ........................................... 75

The essence of reflective teaching practice. ......................................................... 76

Summary ........................................................................................................................... 76

Chapter 5: Discussion and Conclusions........................................................................................ 77

Summary of the Results .................................................................................................... 77

Discussion of the Results .................................................................................................. 78

How do elementary school teachers define reflective teaching practice? ............ 78

In what ways do teachers reflect on their teaching? ............................................. 79

What value, if any, do elementary school teachers place on reflective teaching

practice? ............................................................................................................. 80

viii
 What forms of reflective teaching practice do teachers use? How do teachers

report that it improves their teaching practice?.................................................. 81

Discussion of the Results in Relation to the Literature..................................................... 83

Limitations ........................................................................................................................ 86

Implications of the Results for Practice, Policy, and Theory ........................................... 87

Implications for practice. ...................................................................................... 87

Implications for policy. ......................................................................................... 89

Implications for theory. ......................................................................................... 90

Recommendations for Further Research ........................................................................... 92

Conclusion ........................................................................................................................ 94

References ..................................................................................................................................... 95

APPENDICES ............................................................................................................................ 104

APPENDIX A: Demographic Data/ Interview Protocol ............................................................ 105

APPENDIX B: Consent Form .................................................................................................... 107

APPENDIX C: Confidentiality Agreement ................................................................................ 109

APPENDIX D: Statement of Original Work .............................................................................. 110

ix
 Chapter 1: Introduction

Today’s climate of educational reform around teacher effectiveness has made reflective

teaching practice vital to improve student learning. Reforms such as No Child Left Behind Act

(NCLB) of 2001, the Common Core State Standards (CCSS) adopted in 2010, and the Every

Student Succeeds Act (ESSA), signed December 10, 2015, requires that teaching practices be of

high standards so that K–12 students are prepared for college and careers (Executive Office of

the President, 2015). This will require teachers to learn what is essential for instruction and to

implement instructional practices conducive to students’ learning. In response to these reforms,

professional development has been instituted to strengthen teaching practices. However,

according to Webster-Wright (2009), “despite changes in response to research findings about

how professionals learn, many professional development practices still focus on delivering

content rather than enhancing learning” (p. 702). Therefore, it is vital that professional learning

include a process that leads to teaching effectiveness and students’ learning.

Teachers may improve their teaching in many ways, one of which is using reflective

teaching practice. Through reflective teaching practice, teachers can be taken through a process

of critical thinking that enables them to examine their teaching practices, assess students’

performance, and factor in strategies that can bring them the best results. As reflective teaching

practice becomes the norm and part of the daily routine, teachers will be able to examine their

teaching practices, implement alternative methods of teaching, and share best practices with

colleagues. Researchers (Hall & Simeral, 2015; York-Barr, Somers, Ghere, & Montie, 2006)

contended that reflective teaching practice promotes self-awareness, self-efficacy, and self-

regulation as teachers attempt to address the complexities and demands of their teaching.

Therefore, for this study, reflective teaching practice will refer to an inquiry-based approach to

1
teaching that involves critical thinking and a personal commitment to continuous learning and

improvement (York-Barr et al., 2006). A phenomenological study sought to explore 20–25

elementary charter-school teachers’ experiences with reflective teaching practice in support of

their teaching effectiveness. Examining their lived experiences has the potential of adding to the

body of knowledge about ways in which teachers develop as reflective practitioners and the

forms of practice that support their continued learning.

Background of the Problem

Darling-Hammond (2008) asserted that, the United States educational system has

struggled to strengthen the teaching effectiveness of teachers despite professional development

efforts. Therefore, if professional development is to be effective, “teachers need to be able to

analyze and reflect on their practice, to assess the effects of their teaching, and to refine and

improve their instruction” (p. 93). For this reason, teachers can benefit from instituting reflective

teaching practice into the professional development process. For example, taking teachers

through processes of reflection that promote self-assessment and collaborative inquiry of

teaching practice. As a result of those processes teachers will be able to reflect on and build

upon prior classroom teaching experiences. Moreover, teachers will be able to test theories and

apply what they learn to refine and improve upon their teaching.

Another key point is the omission of teachers’ voices from the traditional professional

development process. Professional development is usually prescribed and provided by outside

experts who serve as “knowledge transmitters” that “guide teachers to solutions” (Bradley, 2015,

p. 17). However, for professional development to be most effective, teachers will need the

opportunity to reflect on their personal challenges and seek learning opportunities that connect to

their classroom experiences (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009).

2
Bradley (2015) also stated, “Perhaps if teachers saw themselves as pro-active knowledge

constructors rather than passive knowledge transmitters, an untapped potential might be

unleashed” (p. 123). Therefore, as teachers use reflective practice in their teaching, they will be

able to identify areas of challenge, set instructional goals, problem solve, and identify resources

that support their professional development.

In light of the need for teaching effectiveness, empirical studies have been conducted in

support of teachers’ professional development. During the 2013–2014 school year, an

educational reform organization, The New Teacher Project (TNTP) (Jacob & McGovern, 2015),

whose mission is to offer solutions to school districts on how to approach and navigate quality

education, researched three large school districts and one Charter Management Organization

(CMO) in the United States. They found that despite the billions of dollars spent for professional

development, teachers did not exhibit adequate progress in their instructional performance. The

TNTP study found that although the districts studied were invested in providing teacher training,

they were still unfamiliar with how to unlock teachers’ potential. From the teachers’ perspective,

professional development appeared not to be tailored to their needs or the needs of their students.

Teachers in the study also reported that follow through, coaching support, and opportunities for

practice were infrequent. Subsequently, TNTP reported that teachers need forms of reflective

practice that are consistent, support continuous professional inquiry, and provide actionable

feedback to improve their teaching effectiveness.

Supporting their claim, TNTP found that teachers from the Charter Management

Organization (CMO) showed more of an improvement than the district and that their school

culture supported actionable feedback to teachers that informed instruction, teacher reflection,

teaching practice, and student data (Jacob & McGovern, 2015). TNTP suggested that prescribed

3
interventions might prove insufficient in helping teachers to improve, and that what teachers

really need is to be given a clear, deep understanding of their own performance and progress

(Jacob & McGovern, 2015). Reflective teaching practice provides an avenue for teachers to

identify their strengths and areas in need of improvement based on their classroom experiences.

This practice can thus lead to a more personalized structure that promotes deep learning and a

growth competence based on internally directed learning (Korthagen & Vasalos, 2010, p. 529).

Having the ability to reflect on his or her experience can help the teacher to build a repertoire of

strategies and skills that can be accessed as needed.

Although self-reflection can prove beneficial to teaching, reflection in collaboration with

administrators, coach, mentors, or peers can provide teachers with even more new

understandings about their teaching practice. According to York-Barr et al. (2006), reflective

teaching practice in collaboration helps to expand a teacher’s learning about his or her practice

given the different perspectives of another person and when coached through a process of

reflective inquiry. This can be done in partnerships, in a small group, or school wide. However,

according to Wiener (2013), “Teachers in the U.S. spend less time in collaborative professional

interactions than their peer countries” (p. 11). Therefore, creating opportunities for collaboration

regarding reflective teaching practice can enable teachers to view multiple perspectives, acquire

new knowledge, apply it to practice, and share outcomes with colleagues. Reflective teaching

practice, whether in solitude or in collaboration, can thus support continuous growth in teachers

and result in better student learning outcomes (York-Barr et al., 2006).

Statement of the Problem

Although much of the literature concerning reflective teaching practice describes the

importance and potential benefits of such practice, limited studies describe how teachers reflect

4
in the classroom or how to develop reflective practitioners (Marcos, Sanchez, & Tillema, 2011;

Williams & Grudnoff, 2011). Consensus does not exist regarding how reflective teaching

practice is defined and practiced among teachers (Tannebaum, Hall, & Deaton, 2013). Pre-

service teacher education still dominates the topic of reflective practice (York-Barr et al., 2006).

Marzano (2012) reported that K–12 education has not fully embraced reflective teaching

practice; however, he expressed the belief that reflective practice can promote critical thinking

and inquiry among teachers as they work to improve teaching effectiveness and students’

learning. In view of this, reflective teaching practice can afford teachers the opportunity to

evaluate their teaching, apply research-based methods, and deepen their understanding of content

and instructional techniques that promote students’ learning.

Purpose of the Study

The purpose of this phenomenological study was to explore 20–25 elementary, charter-

school teachers’ experiences using reflective teaching practice to promote students’ learning.

The information-rich description of their experiences can provide insight into how teachers

reflect upon and engage in reflective teaching practice. These practices can then be embedded in

teachers’ professional development. York-Barr et al. (2006) affirmed professional development

that incorporates reflective teaching practice could have a profound effect on a person’s teaching.

Therefore, insight into teachers’ experiences can offer strategies in support of their continuous

learning using reflective teaching practice. The following research questions guided this

phenomenological study, allowing the researcher to arrive at the essence of teachers’ approach to

reflective teaching and the forms of practice that support their reflection.

1. How do elementary school teachers define reflective teaching?

2. In what ways do teachers reflect on their teaching?

5
 3. What value, if any, do elementary school teachers place on reflective teaching

practice?

4. What forms of reflection do teachers use? How do teachers report that reflection

informs their teaching?

Significance of the Study

The significance of this study lies in its capacity to add to the literature concerning

teachers’ reports on the approaches and forms of reflective teaching practice that support their

continued learning. Reflective teaching practice can be the catalyst for teachers to apply inquiry-

based approaches to adjust, monitor, and refine their teaching (Hall & Simeral, 2015). This

study provided teachers with a voice to share their experiences and can be shared among

colleagues in support of their teaching effectiveness. Furthermore, teachers can benefit from

professional development that demonstrates how to reflect on, and refine, their teaching based on

their classroom experiences. Therefore, the research questions in this qualitative study were

asked in an effort to explore teachers’ experiences of engaging in reflective teaching practice and

to describe how they use that practice to inform their work. To this end, a phenomenological

method (Creswell, 2013; Merriam, 2009; Seidman, 2013) was used to explore, understand, and

describe the lived experiences of 21 elementary-charter-school teachers who used reflective

teaching practice in their work.

Research Design

A phenomenological method was used to interview the participants in this study:

elementary-charter-school teachers who engaged in reflective teaching practice. Purposeful

sampling is recommended in qualitative research when selecting participants familiar with the

phenomenon, to provide information-rich data (Merriam, 2009). Therefore, teachers from two

6
elementary urban charter schools were selected as reflective practitioners based upon principal

recommendation. Recommended teachers were contacted and informed about the research

process and the purpose of the study. Data were gathered through 40-50 minute interview with

each participant. The interviews were intended to provide in-depth responses and to extend

conversations with prompts that stirred reflection on, and reporting of, teachers’ lived

experiences with reflective teaching practice.

Conceptual Framework

The conceptual framework for this phenomenological study on reflective teaching

practice stemmed from constructivism and transformative learning theories that describe adult

learners. According to Schwandt (1994), “Constructivism means that human beings do not find

or discover knowledge so much as construct or make it” (p. 125). Similarly, founding

constructivist theorists, Piaget (1958) and Vygotsky (1978), believed that experience was formed

as a result of one’s active participation in response to external stimuli. According to York-Barr

et al. (2006), “When adults enter any learning situation, they immediately begin to filter

information based on their relevant repertoire of life experiences. They identify commonalities

and discrepancies and employ cognitive processes to make sense of the situation” (p. 33).

Therefore, a teacher’s use of reflective teaching practice can enable him or her to build upon

prior knowledge, seek appropriate resources, and develop new strategies to improve on his or her

work. The constructivist process of reflection influences what a teacher perceives, feels, sees,

and learns (Costa, 2006).

This claim is bolstered by Dewey (1933, 1938) and Schon (1983, 1987), who expressed

the belief that reflective practice is based on active and critical inquiry of one’s experience with

problem solving. Thus, reflective teaching practice can result in teachers re-examining their

7
teaching and using problem-solving techniques to improve upon their work. According to

Mezirow (1991), “Not all adult education involves reflective learning; however, fostering

reflective and transformative learning should be the cardinal goal of adult education” (p. 117).

Similarly, York-Barr et al. (2006) maintained that, “significant learning for educators involves an

active process of knowledge construction drawing from experience and other knowledge sources,

making sense of new ways of thinking, and moving toward application in the context of practice”

(p. 35). Therefore, the philosophical assumption is that through reflective teaching practice,

teachers will derive meaning from their experiences, thereby improving on their work.

With reference to reflection in teaching, Dewey (1933, 1938), Schon (1983, 1987), and

Mezirow (1991) described reflective practice as a deliberate response to discourse or dilemma.

Mezirow (1991) contended that the pre-reflective stage starts with a problematic situation or

perplexed feeling that questions perception, stimulates critical reflection, and facilitates change.

This change can occur through internal dialogue or in consulting others’ perspectives as well. As

a result, Schwandt (1994) asserted, “We continually test and modify these constructions in the

light of new experiences” (p. 126). Therefore, teachers’ use of reflective teaching practice can

enable them to process their own learning experiences and analyze teaching outcomes.

Through reflective teaching practice, teachers can become self-directed learners as they

conduct research on teaching, apply diverse strategies, and record their experiences for future

action (Sagor, 2011). Reflective teaching practice can enable teachers to put complex ideas into

practice as they seek better results in their teaching. This practice can lead to an improvement in

their teaching and improve student learning outcomes.

8
Assumptions

Despite the gap in the literature on how reflective teaching practice is defined and

practiced among teachers, I undertook this research with the assumption that reflective practice is

vital to teaching. I also assumed that through reflective teaching practice, teachers would be able

to meet the demands of their classroom experiences by evaluating their teaching, engaging

students in learning, and creating a positive learning environment. However, Edwards and

Thomas (2010) contended, “All human practices involve reflection; and the concern should be

less about whether it is happening, rather, within what particular context it is occurring and how

it is occurring” (p. 404). Therefore, this study sought to explore and describe how 21

recommended K–5 teachers from two urban charter schools reflected on their teaching, and the

forms of practice that supported their reflection.

Limitation

For this phenomenological research study semistructured interviews were conducted to

gain the perspective of 21 teachers who engage in reflective teaching practice. Because the

researcher used teacher interviews as the main form of data collection for the present study, the

study may provide a limited view of teachers’ experiences using reflective teaching practice. For

example using interviews as a main source of data collection limits the researcher’s observation

of a teacher’s interaction with students, peers, and/or administrators using reflective teaching

practice.

Scope

The scope of this qualitative research was to contact 20–25 recommended elementary

school teachers from an urban charter school in NYC. My hope was that these recommended

teachers, identified by their principals as reflective practitioners, might be able to provide

9
information-rich data with respect to the purpose of this study. Marzano (2012) asserted, “Before

reflecting on teaching, a teacher must have a general sense of what constitutes effective

teaching” (p. 11). Therefore, for this study, principals were asked to recommend teachers who

demonstrated behaviors that constituted effective teaching practices, including engaging

students’ in learning, evaluating their own performance, participating in collaborative inquiry,

and fostering positive learning to meet students’ learning needs.

Delimitation

This study was delimited to elementary school teachers who worked in an urban charter

school system and who were recommended by their principals as reflective practitioners. I

undertook the study with the intention of exploring the lived experiences of teachers; for that

reason, the study was exploratory and interpretive in nature.

Definition of Terms

Adult Learning–also referred to as andragogy, has been defined “as an organized and

sustained effort to assist adults to learn in a way that enhances their ability to function as self-

directed learners” (Mezirow, 1991 p. 199).

Constructivism–For this study, constructivism is defined as how teachers making

meaning from classroom experiences using reflective teaching practices (Riegler, 2012;

Schwandt, 1994).

Professional Development–refers in this study to training designed to support and

improve teacher effectiveness toward student learning (Darling-Hammond et al., 2009).

Reflective Teaching Practice–refers here to an inquiry-based approach to teaching that

involves critical thinking and a personal commitment to continuous learning and improvement

(York-Barr et al., 2006).

10
 Transformative Learning–refers in this study to the extent to which teachers strive to use

reflective learning to either confirm or transform their teaching practice (Mezirow, 1991).

Summary

The current economic and political atmosphere in education has resulted in an increased

focus on teachers’ professional development. Educational reforms have required professional

development to include initiatives that support teacher effectiveness in supporting student

learning. However, researchers in a study found that despite the billions of dollars spent on

professional development, teachers did not exhibit adequate progress in their instructional

performance (Jacob & McGovern, 2015). Darling-Hammond (2008) asserted that if professional

development is to be effective, “teachers need to be able to analyze and reflect on their practice,

to assess the effects of their teaching, and to refine and improve their instruction” (p. 93).

Therefore, teachers can benefit from professional development that embeds reflective teaching

practice. This can lead to change in teaching practice and promote better student learning

outcomes.

Chapter 2 of this qualitative study provides a more detailed examination of the literature

that describes reflective teaching practices. Chapter 3 describes the phenomenological research

approach and details the specific research methods and protocols of this study. Chapter 4

presents the findings and results of the study. Chapter 5 discusses the implications of the

findings, potential for further research, and conclusion.

11
 Chapter 2: Literature Review

Few would argue that teaching is not complex work. Teachers have the responsibility of

providing a comprehensive teaching and learning environment that promotes students’ learning.

According to Hall and Simeral (2015), “Teachers face immense pressure (both within the

education system and in the greater public) to demonstrate accountability for their performance”

(p. 21). For this reason, traditional forms of professional development are implemented to

support teachers in their work. However, researchers (York-Barr et al., 2006) suggested that

reflective practice be embedded in teachers’ professional development to support their

continuous learning. This form of practice can lead to teachers’ self-assessment of their

classroom experiences and promote collaborative inquiry to foster students’ learning.

Although reflective teaching practice is often touted as a benefit to learners, a clear

definition is lacking. As Cornish and Jenkins (2012) pointed out, there is a gap in the literature

concerning a consensus on “reflective practice” or even describing reflection among teachers.

On the other hand, Edwards and Thomas (2010) argued that reflective practice in teaching

should not be limited to a set of attributes, skills, and competencies to be attained, given that

human practice by definition involves reflection. Rather, the focus should be on finding out

within which particular practice reflection is occurring and on how it is occurring (p. 404).

Therefore, for this study, reflective teaching practice will refer to an inquiry-based approach to

teaching that involves critical thinking and a personal commitment to continuous learning and

improvement (York-Barr et al., 2006). For this reason, a phenomenological study was

undertaken to describe 21 elementary charter-school teachers’ experiences with engaging in

reflective teaching practice. Reports could provide insight into how these teachers reflect on

12
their teaching and into the forms of practice that support their reflection and promote student

learning.

This review of literature provides a conceptual framework that is based on constructivism

and transformative theory in adult learners. Seminal works on reflection were drawn upon to

provide approaches to reflective teaching. In addition, various forms of reflection that serve as

models and framework for reflective teaching practice were explored. These studies provide

insight into forms of reflection that promote self-assessment collaborative inquiry and influence

positive change in teaching practice.

Conceptual Framework

Constructivism and reflective practice. Vygotsky (1978) and Piaget (1958) described

constructivism in terms of children’s cognitive development and as a way of learning through

interacting with one’s physical or social world. According to Riegler (2012), “Constructivism

expresses the idea that mental structures and operations are actively constructed by one’s mind

rather than passively acquired” (p. 235). Likewise, Piaget (1958) did not believe that the

assimilation of knowledge was passive; rather, learning comprised successive stages of

adaptation in which the learner actively constructed knowledge by creating and testing his or her

own understandings. Constructivism is also useful for understanding how adults connect new

experiences to prior knowledge. Applied to this study, through reflective practice,

constructivism allowed teachers to examine their teaching and to form new ideas by testing

theories to gain new perspectives on their classroom experiences.

Furthermore, Vygotsky’s constructivist theory, based on social learning, aligns with the

notion of collaborative inquiry on practice. Vygotsky (1978) believed that community is vital to

“meaning making” in learning environments and that higher-order thinking is constructed

13
through interaction with a mentor or coach. As teachers navigate through the complexities of

teaching, reflective practice with an experienced colleague, mentor, or coach can equip them

with strategies that address their learning needs. Researchers who study reflective practice

suggest that teachers’ learning involves self-reflection, as well as group interactions, to test

assumptions, problem solve, and create meaning from experiences (Dewey; 1933; York-Barr et

al., 2006; Ghaye, 2011; Cornish & Jenkins, 2012).

Reflection and transformation in adult learners. Andragogy, the professional

perspective on adult education, has been cited as a measure for promoting the efforts of adults to

function as self-directed learners (Mezirow, 1991). Knowles, Holton, and Swanson (2014)

provided framing concepts and principles that guide adult learning and can promote an

understanding of how teachers learn. The andragogical model is based on six assumptions

regarding adult learners:

Adults need to know why they should learn; adults need to take responsibility for their

own learning; adults bring experience to learning; adults are ready to learn when the need

arises; adults are task-centered or problem-centered; adults’ motivation to learn is mostly

intrinsic and includes job satisfaction, self-esteem, and quality of life (p. 50)

Therefore, through reflective teaching practice, teachers can become self-directed learners as

they examine their teaching, problem solve, and adjust their instructional techniques in response

to their students’ needs. At the same time, Mezirow (1991) noted that a “learner may also have

to be helped to transform his or her frame of reference to fully understand the experience”

(p. 10). Consequently, learning acquisition through reflection in collaboration can enable

teachers to gain new perspectives in addressing specific challenges they encounter in their

teaching experiences.

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 Mezirow (1991) further contended that transformative learning in adults stems from

disequilibrium that stimulates reflection. The pre-reflective stage starts with a problematic

situation or perplexed feeling that urges the practitioner to question perceptions, stimulates

critical reflection, and facilitates change. Therefore, it is moments of dissonance that can

promote reflection and cause teachers to explore new ideas that can contribute to a positive effect

on students’ learning. According to Knowles et al. (2014), “the richest resources for learning

reside in adult learners themselves. Adult learners thrive in experiential learning environments

that foster group discussions, simulation exercises, problem-solving activities, case methods, and

laboratory methods, instead of transmittal techniques” (p. 45). Therefore, reflective teaching

practice can afford teachers the opportunity to take ownership of their learning by assessing and

refining their practice.

Review of Research Literature

Approaches to reflective practice. Although the current literature lacks a consensus for

defining reflective practice, the concept of reflection dates back centuries, and is mentioned in

professional fields such as nursing, education, and law (Schon 1983, 1987; Marzano, 2012;

Schon, 1983, 1987). Historically, philosophers such as Socrates, Plato, and Aristotle viewed

reflection as contemplative rather than passive thoughts toward action (Tannenbaum, Hall, &

Deaton, 2013). Dewey’s definition of reflection, based on scientific evidence, is what

transformation theorists refer to as validity testing (Mezirow, 1991) and serves as a basis for

problem solving that leads to change. However, Schon (1983, 1987) defined reflective practice

as an intuitive process of knowing in action enacted by skilled professionals. His notion of

reflective practice criticizes any technical form of developing reflective professionals. Instead,

he recommended that reflective practitioners frame and reframe a problem, experiment, and

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participate in continuous work with skilled professionals (reflection on action) to increase tacit

knowledge and thus become more skilled. The seminal works of Dewey (1933, 1938) and Schon

(1983, 1987) on reflective practice have been acknowledged in educational research.

Dewey (1933) defined reflective practice by explaining that the “active, persistent, and

careful consideration of any belief or supposed form of knowledge in the light of the grounds

that support it, and the further conclusions to which it tends, constitutes reflective thought”

(p. 9). This type of reflection is analytical and “affords teachers conscious deliberate insight to

bring about learning, and encourages them to become students of their own teaching”

(Danielson, 2008, p. 130). Therefore, through reflective practice, teachers will be able to focus

on examining how their content knowledge and skills affect student engagement and may adapt

processes to improve their teaching practice.

In Dewey’s (1933) republished version of How We Think, he elaborated on the

experiences of a reflective practitioner, which include five stages:

1. perplexity, confusion, and doubt;

2. conjectural anticipation or tentative interpretation;

3. careful survey of all attainable considerations;

4. consequent elaboration on the tentative hypothesis to make it more precise and

consistent;

5. taking a stand upon the projected hypothesis as a plan of action, which is applied, to

the existing problem (p. 3).

This scientific approach can provide teachers with a systematic way of thinking about how to

modify, adjust, and refine their teaching to improve students’ learning.

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 Another key point in defining reflection was Schon’s (1983, 1987) perspective on

reflective practice. Schon coined phrases such as “reflection in action” and “knowing in action”

to describe how experiences, framing or reframing a problem, allow people to respond to the

demands of their profession. Schon believed in the intuition of skilled practitioners that develops

from experience in the field and from interaction with experts such as mentors or coaches.

Schon (1987) argued that most practices might not be easily explained, noting, “We reveal it by

our spontaneous, skillful application of performance; and we are characteristically unable to

make it verbally explicit” (p. 25). However, Schon’s theory can be refuted if hindsight, bias, and

overconfidence affect the outcomes of intuitive decision-making. As Myers (2007) stated,

“Hindsight bias and overconfidence often lead us to overestimate our intuition and scientific

inquiry fed by curious skepticism, and by humility, can help sift reality from illusions” (p. 22).

Therefore, teachers’ use of “knowing in action” may prove to be misleading if assumptions are

not validated or do not produce expected outcomes. In that case, Schon’s (1987) reflection

theory, reflecting on action, would be feasible as teachers reflect after the fact with an expert in

the field, such as a mentor, an instructional coach, or an administrator.

Some researchers (e.g., Bradley, 2015; Shortland, 2010; York-Barr et al., 2006) expanded

on Schon’s definition of reflective practice in teaching to include models for collegial

interactions that go beyond an expert or coach. These models include peer observations, action

research, and professional learning communities (PLCs). Collegial interactions with peers can

promote reflective dialogue that stimulates critical thinking toward improving teaching practices.

Nehring, Laboy, and Catarius (2010) asserted that reflective dialogue signals reflection with

others through language and is therefore at the center of learning. Therefore, reflective dialogue

about teaching practices can lead to teachers’ gaining multiple perspectives from their peers and

17
can positively affect their instructional decision making. According to Bradley (2015), for

professional learning to be meaningful, it must be engaging, intellectually stimulating, and

collaborative (p. 109). As a result, collegial interactions can stimulate reflection as teachers

exchange ideas to advance their teaching and student learning.

Another perspective on reflective practice as advanced by Van Manen (1977) described

reflective teaching practice in three hierarchical, dialectical levels: In Stage 1, technical

reflection, considered the lowest level, is used to examine skills, strategies, and methods; in

Stage 2, practical reflection is used to examine underlying assumptions of methods used; and

Stage 3, critical reflection, considered the highest form, embodies both technical and practical

reflection and focuses on the moral, ethical, and equity aspects of teaching. Furthermore, Van

Manen noted that critical reflection, the “highest level of deliberative rationality,” was what

every reflective practitioner should strive to achieve (p. 227). He suggested that the highest level

of reflection demonstrated how educators think critically about their practice and included

considering moral and ethical issues when making decisions. In like manner, Ziechner and

Liston (2013) suggested that reflective teaching practice consists of moral and ethical

responsibilities that challenge assumptions and include questions, such as what should be taught

and why. Frequent use of reflective teaching practice can promote self-efficacy and self-

regulation; collaborative inquiry sessions can provide ways for teachers to contemplate decision-

making, gain new insight, and take alternative actions toward improvement (Hall & Simeral,

2015; York-Barr et al., 2006). The following questions were suggested by Ghaye (2011) for use

in facilitating discussions and testing assumptions when engaging in reflective practice.

Values: How should I act?

Expectations: What ought I to do?

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 Context: What is actually possible here?

Decisions: Is my action justifiable?

Options: Could I have done anything better or differently?

Judgment: How far was this successful?

Strength: What is worth amplifying (getting more of, not less of) next time?

Learning: Who has learnt what?

Voice: Whose voice has been heard and whose has not?

Knowledge: Whose knowledge is worth knowing and why? (p. 3)

Through reflective teaching practice, teachers can enhance their awareness of how their actions

affect student learning. The questions cited can facilitate reflection that encourages teachers to

identify their strengths, reexamine their classroom theories, and construct new approaches to

teaching.

Despite the lack of consensus in defining reflective teaching practice, researchers have

viewed the practice’s potential as having a positive impact on teachers’ and students’ learning

(Marcos et al., 2011; Tannebaum et al., 2013). Furthermore, the current literature provides

theories and practices that can promote self-reflection and collaborative inquiry and influence

change in teaching practice. These forms of reflective practice are designed to facilitate

teachers’ learning as they experience uncertainty, reflect on practice, and discuss steps to

improve on their teaching.

To this end, some researchers (Costa & Garmston, 2002; Marzano, 2012; York-Barr et

al., 2006) referred to teaching frameworks, action research, peer observations, and cognitive

coaching as forms of reflective practice that support teaching effectiveness. However, although

research studies might provide an awareness of these practices, “there are still limited studies on

19
how to reflect in the classroom or how to develop reflective practitioners” (Tannebaum et al.,

2013, p. 254). The forms of reflective practice discussed in the next section provide insight into

how teachers learn using reflective teaching practice and ways in which such practice supports

teaching effectiveness.

Forms of reflective teaching practice.

Teaching framework. Researchers Marzano (2007) and Danielson (2008) advocated for

the use of teaching frameworks that promote self-assessment and collaborative inquiry and

foster a common language concerning what constitutes good teaching practice. Their research-

based teaching frameworks provided attributes for good teaching and a structure for analyzing

teachers’ demonstration of knowledge of content and skills, engagement of students in learning,

establishment of classroom routines and procedures, and willingness to take part in continuous

professional learning. Both Marzano (2007) and Danielson (2008) suggested that teachers must

examine their teaching practices, set growth goals, and use focused feedback to achieve those

goals. For this reason, teaching frameworks that serve as tools for reflection can guide teachers

in establishing teaching techniques toward improvement. Marzano (2012) observed, “All

experts have complex models that delineate what to do in specific situations. In other words,

they have models of effective performance” (p. 19). A recent report by Wiener (2013) shows

how the framework for teaching, developed by Danielson (2012), was adapted to reflect

Common Core State Standards’ (CSSS) expectations and used to observe teachers in

Hillsborough County Public School (HCPS) in Tampa, Florida. The observation report revealed

that most teachers struggled with using questioning and instruction techniques in Danielson’s

(2012) framework for teaching. As a result, HCPS decided to integrate teaching techniques from

the teaching framework with Common Core content. This situation revealed that teaching

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frameworks can provide a process for reflection and can promote school-wide inquiry focused on

a common language and teaching expectations. This can lead to the development of teachers’

expertise needed to foster student learning.

Danielson (2012) created the Danielson framework for teaching, as a scale or rubric to

assist professional teachers to self-evaluate their instructional efficacy. The Danielson

framework for teaching (2012), “is a research-based set of components of instruction aligned to

INTASC standards, and grounded in a constructivist view of learning” (Danielson Group, 2013).

The twenty-two components are clustered into four domains and include descriptors of

instructional practices toward effective teaching. The four domains include: planning and

preparation, classroom culture and climate, instruction, and professional responsibilities.

Danielson (2012) emphasized, “teachers’ professional learning to include self-assessment,

reflection on practice, and professional conversation” (p. 37). Therefore, using a teaching

framework such as The Danielson framework for teaching (2012) can enable teachers to measure

their own teaching performance against the framework and can facilitate discussion on effective

instructional practices. Currently, teaching frameworks are used as an evaluative tool to measure

teacher effectiveness. However, a teaching framework can be used as a guide for teachers’ self-

reflection as teachers examine components within the instructional framework to improve on

their daily teaching practices. Marzano, Frontier, and Livingston (2011) discussed how an

established model for good teaching serves as a way for teachers to use a wide range of

approaches to teaching; teachers can generate and receive feedback without the involvement of a

supervisor. Thus, a teaching framework can foster self-reflection, promote collaborative inquiry,

and increase collegial dialogue to support teachers’ improvement of their teaching. Furthermore,

a comprehensive teaching framework can enable teachers to reflect on ways to direct their own

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learning by evaluating teaching practices and sharing best teaching practices with their

colleagues and the school community.

Reflective teaching model. Cruikshank’s (1985) perspective on reflective teaching is

similar to Dewey’s (1933) and suggested using an analytical, cooperative, inquiry-based

approach to reflective teaching practice. Cruickshank developed a reflective teaching model

(RTM) at Ohio State University in response to recommendations for additional laboratory and

clinical experiences for pre-service and in-service teachers. The premise of the model was to

offer teachers practical experience with peers as they analyzed their own practices. The RTM

allowed pre-service teachers to share their rationale for planning and implementing a particular

instructional method as they took turns facilitating the same lesson. Through practice and

feedback, the teachers were able to learn about their teaching behaviors and how they affected

student learning outcomes. This affirms that dialectical thinking augmented by collegial

interactions can have an effect on teacher reflection and can facilitate change in teaching

practices (Bradley, 2015; Shortland, 2010; York-Barr et al., 2006). As teachers participate in a

group discussion, multiple perspectives can enhance teachers’ professional development.

Therefore, instituting an RTM can create a professional learning environment that facilitates self-

reflection and collaborative inquiry among teachers and encourages collective responsibility to

improve student learning.

Cognitive coaching model. Cognitive coaching is rooted in the clinical supervision

theory of Goldhammer (1969) and Cogan (1973) with a focus on enhancing the intellectual

growth of teachers. Cognitive coaching, as described by Costa and Garmston (2002), is a

nonjudgmental approach to reflective practice development, and it is informed by neuroscience

research and constructivist theory. The model is designed to support strategies that facilitate

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conversations between coaches and teachers about planning, reflecting, and problem solving.

The mission of “cognitive coaching is to produce self-directed persons with the cognitive

capacity for high performance, both independently and as members of a community” (p. 16).

Cognitive coaching helps facilitate dialogue and inquiry before and after the observation of a

lesson. Through reflective dialogue, teachers can develop an awareness and understanding that

leads to their becoming self-directed learners. According to Dewey (1938), “What an individual

has learned in the way of knowledge and skill in one situation becomes an instrument of

understanding and dealing effectively with situations that follow” (p. 44). As a result, cognitive

coaching can allow teachers to develop as reflective practitioners and to become more skilled in

their teaching practice. As teachers reflect with a coach, assumptions and theories can be tested

toward improvement of teaching practices. This practice can lead to teachers generating new

ideas and incorporating teaching practices that best serve their students. Open-ended questions

about teaching practices can elicit responses that enable teachers to critically reflect as they

decide upon a course of action. Cognitive coaching enables teachers to self-monitor, self-

evaluate, and self-assess their teaching practices.

Some empirical research has been conducted on cognitive coaching. For example,

Bjerken (2013) conducted a case study on teachers’ perceptions of cognitive coaching on their

professional practice; the teachers identified experiencing an improved ability to reflect, which

convinced them to make this a habitual form of their teaching practice. The report indicates that

the teachers perceived an increase in their reflection due to cognitive coaching. Their experience

with cognitive coaching enabled them to think deeply about how to refine their instructional

methods in efforts to meet the needs of their students. Therefore, systematic efforts to support

23
reflective teaching practice such as cognitive coaching can encourage the continuous growth of

teachers in their professional development.

Peer observation model. Observations are often known to be evaluative, summative, and

used to make staffing decisions. However, peer observations can serve as a nonjudgmental

approach to teachers’ continuous learning and improvement of classroom practices

(Hammersely-Fletcher & Orsmond, 2005; Peel, 2005; Shortland, 2010). Furthermore,

administrators who might observe teachers three times a year could miss opportunities to engage

teachers in reflective dialogue that promotes continuous learning. On the other hand, peer

observations can afford teachers the advantage of viewing each other’s performance on a more

regular basis, participating in reflective dialogue, and providing each other with actionable

feedback to guide professional development.

Peer observation involves an observer and the observed; it is often conducted between

colleagues. The purpose of peer observation is for the colleague to provide descriptive feedback

to the observed to strengthen learning and teaching practices. Peer observations include four

phases to keep the process focused and reflective: a pre-observation meeting, observation, post-

observation, and reflection (Day, 2013; Caroll & O’Loughlin, 2014; Sandt, 2012). The value a

teacher places on a practice can determine how frequently that practice is used (Knowles et al.,

2014; Zeichner & Liston, 2013) which leads to change. Sullivan, Buckle, Nicky, and Atkinson

(2012) explained that an important aspect of peer observation is the opportunity for teachers to

reflect on their teaching in light of the feedback from the observation (p. 3). Peer observation

among teachers can afford opportunities for frequent professional conversations that promote

reflection and result in daily improvement of teaching practice. Peer observation feedback can

offer both parties opportunities for self-reflection, new insight, and motivation to learn more

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about their teaching practice. However, building trust, allotting sufficient time for reflective

dialogue, and offering adequate training are viewed as being vital to the process (Carroll & O’

Loughlin, 2014; Lu, 2010; Sandt, 2012).

Empirical studies on peer observations with colleagues have reported that the process was

useful and played an integral part in the improvement of their teaching (Carroll & O’Loughlin,

2014; Sandt, 2012; Sullivan et al., 2012). Post-observations gave teachers constructive feedback

based on evidence from the observation. Moreover, teachers reported that peer observations

gave them a chance to reflect on their practice and modify their teachings. Therefore, peer

observations can endorse a collegial atmosphere among teachers toward the advancement of their

learning.

Even though Sandt’s (2012) study on peer observation reported that some teachers

viewed the practice as valuable and a great way to collaborate with peers, others were found to

view it as intrusive. These teachers thought professionals should not have to seek the advice of

colleagues to know they were teaching well. Nonetheless, experts still suggest that peer

observations have the ability to support teachers’ learning as teachers reflect on collegial

classroom observations to gain insight (Roberts & Pruitt, 2009) into how they can improve their

teaching practices.

Professional learning communities model (PLCs). Dufour (2004) and Bradley (2015)

described professional learning communities as a systematic approach to having teachers work

together in teams as they engage in series of analytical practices in efforts to improve their

classroom practices and student learning. The purpose of this job-embedded process is to enable

teachers to study student work, identify specific learning goals, and develop strategies to achieve

those goals. Bradley asserted, “When teachers engage in job-embedded professional

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development, they learn what practices increase student achievement” (p. 3). PLCs can enable

teachers to reflect on assumptions as they discuss classroom theories and practice. This form of

collaborative inquiry can stimulate teachers’ reflection as they leverage ideas to create change in

practice.

Newman et al. (1996) described five essential characteristics of PLCs: shared value and

norms must be developed; a clear and consistent focus on student learning must be maintained;

reflective dialogue should be focused on curriculum, instruction, and student development;

deprivatize practice; and focus on collaboration (as cited in Vescio, Ross, & Adams, 2008,

p. 81). PLC protocols can be used to guide a process that checks self-efficacy in an effort to

revise and improve upon teaching practices (McDonald, Mohr, Dichter, & McDonald, 2013). As

a result of this small-group reflection, teachers may feel more confident and take action intended

to improve their practice.

Vescio, Ross, and Adams (2008) reviewed 11 empirical studies on PLCs published

between 1990 and 2005. The research studies examined ways in which teachers’ instructional

practices changed as a result of participating in PLCs. Many of the 11 studies did not identify

changes in pedagogy; however, change in professional culture was a significant finding (Vescio

et al., 2008). The findings demonstrated how PLCs contributed to a fundamental shift in habits

of mind that teachers bring to their daily work in the classroom (Vescio et al. 2008, p. 84).

Mezirow (1991) suggested that reflection helps to transform habitual action that may lead to

mindfulness (p. 114). Adopting PLCs as a form of reflective teaching practice can promote

mindfulness among teachers as they use protocols to engage in discussion about student work.

Vescio et al. (2008) also pointed out that the studies found higher student achievement from

schools with strong PLCs; and measurable improvement in student achievement occurred in

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PLCs that focused on changing the instructional practices of teachers. Knowles et al. (2014)

found adults are motivated to learn when they experience learning that is applicable to real-life

situations. Therefore, having a collegial environment that supports teacher reflection on

pedagogy can promote change in teachers’ practice and may lead to student learning.

Action research model. Action research is an investigative and experiential way in

which teachers reflect, learn, and improve upon their practice. Johnson (2008) defined action

research as an inquiry process that engages teachers in “studying real school or class situations to

understand and improve the quality of actions and instruction” (p. 28). Action research allows

teachers to view themselves as researchers as they test theory, use scientific methods of inquiry,

apply research-based practices, and analyze data in order to discern appropriate next steps that

yield results. Through the research process, teachers become “educational practitioners who are

knowledge generators, decision makers, and deliberative collaborators” (Cochran-Smith & Lytle,

2009, p. 157). Action research as a form of reflective teaching practice fosters analytical

thinking, deliberate action, and self-improvement by strengthening teachers’ skills and ethical

responsibility toward their students’ success.

As an illustration of action research, Vaughn, Parsons, Kologi, and Saul (2014) examined

eight rural educators from a graduate program whose action research focus was on school-wide

issues pertaining to introducing new curricula and implementing new instructional practices to

meet the needs of their students or schools. Vaughn et al. explained how, using action research

projects, teachers tested their theories, found out why their students were unmotivated by the

new curriculum, and used supplementary means for engagement. The consensus in their

findings demonstrated the teachers’ understanding of incorporating research into their

instructional practices as it enhanced their sense of responsibility in meeting the unique needs of

27
their students and the rural communities. As Sagor (2011) asserted, “All action research reports

share one purpose: to help inform decisions on future action” (p. 182).

To further the claim of action research as a reflective teaching practice, Peterson (2012)

noted that action research allows teachers to “draw upon knowledge and experience to determine

a research focus, new teaching practices, and methods for assessing the efficacy of their

practices” (p. 12). Therefore, as teachers use action research to reflect, individually or in

collaboration, they will be able to identify a problem, collect and interpret data, act on the

evidence found, evaluate results, and reflect on outcomes.

Review of Methodological Literature

Creswell (2013) identified five methodological designs associated with qualitative

research: phenomenology, ethnography, grounded theory, narrative, and case study. A

phenomenological method was chosen for this study because the aim was to explore the lived

experiences of the participants in the context of reflective teaching practice. Creswell described

phenomenology as a method that explores the lived experience of a group of individuals who

have experienced the phenomenon. This group can range from 3 to 4 individuals or from 10 to

15 individuals, and interviews are the primary source of data. The final data analysis will

include the “voice of participants, the reflexivity of the researcher, a complex description and

interpretation of the problem, and its contribution to the literature or social change” (p. 44).

Collection of data through in-depth interviews coupled with analysis of the resulting data were

conducted with a focus on gaining an understanding of, and describing, participants’ experiences

with reflective teaching practice.

Among the various research methods, case study could have been considered given that

case studies also include in-depth interviews. However, according to Creswell (2013), “a case

28
study is a good approach when the inquirer has clearly identifiable cases with boundaries and

seeks to provide an in depth understanding of the cases or a comparison of several cases”

(p. 100). Rather than investigate a single case or event, a phenomenological study explores the

perceptions of participants’ lived experiences concerning a phenomenon. Moustakas (1994)

described phenomenology as a form of research in which “perception is regarded as the primary

source of knowledge” (p. 52). Therefore, phenomenology appeared to be a more suitable

approach for this study because it involves providing an in-depth report of the participants’

experiences from their point of view.

Another method, similar to phenomenology, is ethnography. Through in-depth

interviews, both methods aim to examine how participants interpret and make meaning from

their experiences. However, ethnography is the study of cultural or social groups, and data

collection involves extended periods of time in the field conducting interviews, making

observations, and collecting artifacts (Creswell, 2013). Researchers have to immerse themselves

in interviews, transcripts, and field notes to describe themes that characterize the group’s culture.

An analysis of an ethnographic study provides an understanding of how a culture group works,

how it functions, and the group’s way of life (Creswell, 2012). A thick, rich description in

narrative form allows readers to know what it is like to be of that culture or group. Conversely,

in a phenomenological study the data collected are mainly from interviews. The purpose of the

study is not to identify with a cultural group; rather, it is to get at the essence of what it is like to

experience the phenomenon.

Even though phenomenology and narrative studies both generate stories from the

participants’ experiences, the process of data collection and analysis differs in the two

approaches. A narrative study collects biographical data in a chronological format and captures

29
detailed experiences of a person’s past, present, and future (Creswell, 2013). Stories in a

narrative can be analyzed according to what was said (thematically), the nature of the telling of

the story (structural), [or] who the story is directed toward (dialogic/performance) (Riessman,

2008, as cited in Creswell, 2013 p. 71). Therefore, a phenomenological method was used since

stories were not biographical and did not require a sequence of events. Creswell (2013) also

noted, “Whereas a narrative study reports the stories of experiences of a single individual or

several individuals, a phenomenological study describes the common meaning for several

individuals of their lived experiences” (p. 76). Thus, for this study, a phenomenological method

was well suited to describe the multiple perspectives of participants’ experiences with reflective

teaching practice.

In contrast to a phenomenological method, grounded theory moves beyond description

and generates or discovers theory based on the views of a large number of participants (Creswell,

2013). According to Creswell (2013), “Participants in the study would have all experienced the

process, and the development of the theory might help to explain practice or provide a

framework for further research” (p. 83). This differs from a phenomenological data analysis that

provides a description of the participants’ experiences. Rather than formulate theory, a

phenomenological method aims to provide an interpretation of the data and “essence” of the

experience (Creswell, 2013). Therefore, a phenomenological method, here consisting of in-

depth interviews conducted to provide information-rich description of participants’ experiences,

was used to explore the perceptions of participants.

Review of Methodological Issues

Due to the exploratory and interpretative nature of phenomenology, ethical issues such as

trustworthiness and researcher bias can arise and must be addressed to ensure the validity of the

30
study. Creswell (2013) suggested considering these issues before conducting qualitative research

in order to gain an in-depth understanding of the phenomena from the participants’ perspectives.

Therefore, methodological techniques such as bracketing, disclosing researcher bias, and

reflexivity can ensure that the findings represent the actual account of the phenomenon being

studied. However, Creswell claimed “bracketing personal experiences may be difficult for the

researcher to implement because interpretations of the data always incorporate the assumptions

that the researcher brings to the topic” (p. 83). Therefore, researchers must identify these

assumptions and follow a process that provides an understanding of the phenomenon as

experienced by participants in the study.

Consequently, given the interpretative nature of qualitative research, subjectivity might

play a role in the data analysis and final report. According to Merriam (2009), the experience a

person has includes the way in which the experience has been interpreted. There is no

“objective” experience that stands outside its interpretation (p. 9). Therefore, a qualitative

researcher must withhold assumptions and be sure to ask open-ended questions to gain multiple

perspectives on participants’ experiences. Furthermore, the researcher must listen attentively

and seek clarification by probing, or restating questions (Rubin & Rubin, 2012) to obtain an in-

depth understanding of how participants make meaning from their experiences. Likewise,

Merriam (2009) contended that data in the form of quotations from documents, field notes, and

participant interviews and excerpts from videotapes, electronic communication, or a combination

thereof be included in support of the findings (p. 16). This process of data collection can ensure

that descriptions from multiple sources reveal trends and patterns regarding what is being

studied. Taking a flexible but systematic approach to qualitative inquiry can ensure

trustworthiness in support of the findings.

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 Rather than testing theories, qualitative research uses inductive reasoning to build themes

from written reports to provide theory on a topic being studied. Merriam (2009) mentioned that,

unlike quantitative studies that provide a numerical report, a qualitative research report contains

more writing that shows raw data being placed into abstract categories and concepts.

Consequently, a qualitative report is much lengthier than a quantitative report. Furthermore,

unlike quantitative research that is experimental and provides data from randomly sampled

participants, qualitative research mostly uses purposefully sampled participants. Collection of

data from purposefully sampled participants is meant to provide a rich description arising from

those who can provide an understanding of what it is like to experience the phenomenon. In

qualitative research, Merriam (2009) asserted, “The focus is on understanding the meaning of

experience, the researcher is the primary instrument in data collection and analysis, the process is

inductive, and rich description characterizes the end product” (p. 19). Consequently, a

researcher must be willing to spend a substantial amount of time in the field participating in

qualitative inquiry. For this reason, prolonged interviews were conducted to provide an in-depth

description of teachers’ experiences. The purpose of these prolonged interviews, as suggested by

(Creswell, 2013), was to extend the conversations, and to avoid brief answers. This process also

gave teachers time to express themselves without having to worry about answering all the

questions in one sitting.

Synthesis of Research Findings

Researchers continuously advocate for reflective practice in teaching because it is

important to the improvement of student learning. Marcos et al. (2011) described reflective

teaching practice as including problem solving, self-awareness, and professional knowledge.

They also revealed that to be a reflective teacher, one must be an expert in a specific area, think

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critically, build on prior knowledge, and work in collaboration. This view is similar to that

expressed by Vygotsky (1978) and Piaget (1958), who viewed thinking and learning as a process

in experiential, and social learning. Dewey (1933) described reflective practice as an “act of

search or investigation directed toward bringing to light facts that serve to corroborate or nullify

the suggested belief” (p. 10). Therefore, reflective teaching practice can provide teachers with

the opportunity to become self-directed learners as they test theories, problem-solve, and strive

to learn from their experiences. In addition, teachers’ participation in social learning can

promote the emergence of personal discovery and foster interdependency. This form of

reflective practice can be promoted in pairs or in small groups. As teachers reflect and discuss

teaching strategies, new perspectives can potentially generate new ideas for improving their

practice. Teachers can reflect and discuss strengths and weaknesses of a lesson, analyze student

work, interpret student data, and think of ways to build on prior knowledge or establish a plan for

alternate action. Feedback teachers receive from peers, administrators, instructional coaches, or

students can stimulate reflection and provide ideas about ways to improve on their teaching. As

Bradley (2015) affirmed, “The objective in giving feedback is to provide guidance by supplying

information in a useful manner either to support effective practices or to guide someone toward

effectiveness” (p. 102). A teacher’s response to feedback can promote reflection in pursuit of

effectiveness in the teacher’s instructional practice.

In further support of reflective practice, York-Barr et al. (2006) provided a spiral model

for reflective teaching practice that begins with the individual and expands to the rest of the

school community. According to York-Barr et al., “As we develop our individual reflection

capacities, we can better influence the reflection that occurs with partners and in small groups or

teams of which we are members” (p. 20). Reflective teaching practice in individual teachers can

33
promote self-assessment of personal performance so that next steps can lead to the desired

outcome. However, reflection with a partner or in small groups can lead to greater insight from

multiple perspectives as assumptions are tested and ideas are shared.

Researchers viewed the allocation of time to pause and reflect as critical to a teacher’s

thought process and decision-making. Larrivee (2000) noted that “time for reflection allows a

person to face the turmoil, the conflict, and the uncertainty that allow personal discovery to

emerge” (p. 306). Time designated for teacher reflection, in solitude or in collaboration, can

afford teachers the opportunity to discover new ideas, build on prior knowledge, and become

self-directed learners in their teaching practice. However, in advocating the use of teaching

frameworks for teachers’ continuous learning, Danielson (2008) suggested, “As teachers gain

experience with self-assessment and reflection on practice, it is easier to do and requires less

time” (p. 23). As a result, teachers can become more skilled and require less time to reference

teaching strategies. This notion is similar to Schon (1983, 1987) reflection in action, which

describes reflective practitioners as being self-aware, skilled to take action, and able to make

adjustments in the moment in efforts to achieve desired results.

Critique of Previous Research

Hall and Simeral (2015) noted that one of the characteristics of reflective teachers is

being aware of strategies that help to improve on their teaching practice. However, Mezirow

(1991) asserted that reflection is more than simple awareness of our experience; it involves a

critique and an evaluation of an experience. Van Manen (1977) also asserted that critical

reflection, in addition to involving an evaluation of one’s teaching, considered the moral and

ethical responsibility of one’s practice. For example, in a qualitative study on reflective practice,

Boody (2008) studied a high school teacher who taught remedial English. Her challenge

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stemmed from classroom management and her students’ response to learning. She was aware of

this challenge and decided to conduct a survey to find out why most of her students were

resistant and not responding to her teaching. The students’ surveys revealed their dissatisfaction

with the teacher’s behavior in response to their learning needs. The teacher responded to the

survey data by reflecting on ways to mend her relationship with her students and adjust her

teaching practice. She saw acting upon this feedback as a moral responsibility to help her

students achieve success. This story shows that a reflective practice has the potential to make

teachers aware of how their teaching affects student-learning outcomes and to lead them to take

intentional action.

However, amid the daily demands of teaching, finding time for individual reflection or in

collaboration appears to be a factor. Nonetheless, Dewey (1933) contended, “Time is required in

order to digest impressions, and translate them into substantial ideas” (p. 34). Teachers need

adequate time to contemplate teaching, analyze students’ work, and set goals in efforts to

improve their practice. Using a cross-sectional design, Rayford (2010) studied the perceptions of

122 elementary school teachers and 291 administrators from three states in the western United

States regarding reflective teaching practice. Data analysis indicated that teachers believed in the

importance of reflective practice. They acknowledged reflection in the midst of teaching, as well

as reflection with peers, as a way to make adjustments to their teaching practice. Teachers felt

that reflective practice helped to improve their teaching. However, teachers expressed the need

for time to reflect and preferred to dialogue or collaborate with peers. York-Barr et al. (2006)

suggests reflective teaching practice can lead to teachers’ deepened understanding of content and

skills. Additionally, the study revealed that administrators thought reflection was useful for

improving teacher performance and for professional growth. Therefore, incorporating time for

35
reflective practice can contribute to teachers’ use of critical thinking toward teaching

effectiveness.

Summary

This phenomenological study explored 21 elementary-charter-school teachers’

experiences with reflective teaching practice and described how they use it in their work.

Research suggests that reflective teaching practice can be intuitive and systematic, and should

encompass ethical responsibility toward student learning. Through reflective teaching practice,

teachers can become self-directed learners and strive to improve their teaching effectiveness.

Reflective teaching practice in collaboration can foster social learning and interdependency

among teachers, which can lead to better student learning outcomes. Therefore, a

phenomenological method was used to collect, analyze, and provide descriptive data based on

teachers’ experiences with reflective teaching practice. The findings from this

phenomenological study revealed patterns and trends of teachers’ experiences with reflective

teaching practice in support of their continuous learning and professional development.

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 Chapter 3: Research Methodology

Researchers often refer to reflective practice as a process of critical thinking toward

improvement (Dewey, 1938; Marzano, 2012; York-Barr et al., 2006). Reflective teaching

practice is considered to be an inquiry-based approach to teaching that involves critical thinking

and a personal commitment to continuous learning and improvement (York-Barr et al., 2006).

Therefore, a phenomenological method was used to explore, understand, and describe

participants’ lived experiences with reflective teaching practice (Creswell, 2013). This chapter

provides a detailed description of the research design, the instrument, participant selection,

ethical issues, and the procedure used for data collection and analysis. The data from this

phenomenological study revealed themes that described teachers’ experiences with using

reflective teaching practice to improve on their work. The findings of this research study can

enlighten the educational community about ways to embed reflective teaching practice into

professional development initiatives. Moreover, this study provided a voice to those who engage

in reflective teaching practice. Their insight can be shared among educators in support of

teachers’ professional development intended to improve student learning outcomes.

Research Questions and Interview Questions

The research questions and interview questions guided the process of revealing teachers’

lived experiences and their use of reflective teaching practice to improve teaching performance.

Rubin and Rubin (2011) suggested structuring interviews around three linked questions—main

questions, probes, and follow-up questions—to evoke the in-depth and detailed responses

required in a qualitative study. Open-ended questions, followed up with probes such as “tell me

more” and “please explain,” were used to explore and build upon teachers’ responses.

Semistructured interviews were used to explore the contextual meaning of teachers’ experiences

37
in response to the research questions. A limited number of questions were prepared in advance,

along with plans to ask follow-up questions (Rubin & Rubin, 2011).

Research questions.

1. How do elementary school teachers define reflective teaching?

2. In what ways do teachers reflect on their teaching?

3. What value, if any, do elementary school teachers place on reflective teaching

practice?

4. What forms of reflective teaching practice do teachers use? How do teachers report

that it improves their teaching practice?

Purpose and Design of the Study

The purpose of this research study was to explore the experiences of 21 elementary-

charter-school teachers’ use of reflective teaching practice. Although reflective teaching practice

is considered to be vital to a teacher’s profession, there is still a lack of consensus as to how

reflection is defined and practiced among teachers (Marcos et al., 2011; Tannebaum et al., 2013;

Williams & Grudnoff, 2011). Therefore, the significance of this study lies in its adding to the

literature about teachers’ lived experiences with reflective teaching practice and how they

reported it is incorporated into their work. The intent behind this study was to provide an

understanding of ways in which reflective teaching practice fosters teaching effectiveness that

leads to better student learning outcomes. Moustakas (1994) and Creswell (2013) attested to the

effectiveness of phenomenological methods for yielding contextualized findings of individuals’

experiences through in-depth interviews. According to Moustakas (1994), “The aim is to

determine what an experience means for the persons who have had the experience and are able to

provide a comprehensive description of it” (p. 13). Therefore, a phenomenological method was

38
deemed appropriate to align with the purpose of this study, which was to obtain a firsthand

account of teachers’ lived experiences with reflective teaching practice. According to Creswell

(2013), phenomenological design can be used when describing experiences “such as the

educational idea of ‘professional growth’” (p. 78). Subsequently, this phenomenological study

was conducted in an attempt to provide insight into how reflective teaching practice can

contribute to teachers’ professional development.

To gain further insight into teachers’ lived experiences with reflective teaching practice,

Moustakas’s (1994) approach to analyzing phenomenological data was used in this study. The

interview questions were constructed with the intent of providing an in-depth understanding of

the research questions and research topic being studied. Forms of data collection included in-

depth interviews and the researcher’s field notes, which were analyzed to discern themes

regarding teachers’ reflective practice.

Research Population and Sampling Method

Polkinghorne (1989) recommended that for a phenomenological study, the researcher

should interview 5–25 individuals who have all experienced the phenomenon. Purposeful

sampling is also recommended when selecting participants familiar with the phenomenon,

because they can provide information-rich data (Merriam, 2009). Therefore, 21 teachers from

two New York City (NYC) elementary urban charter schools were selected upon the

recommendation of their principal. The participants studied included teachers with diverse

ethnic backgrounds, varied levels of experience, and differing subjects/grade levels taught.

Principals were the initial contact to grant permission to conduct the study with their teachers

(Leedy & Ormrod, 2015; Seidman, 2013). Principals from the selected schools were given a full

description of the study, both in person and in writing. After disclosing the purpose of my study,

39
and upon agreement, I met with the recommended teachers in person and informed them of the

research process and the purpose of the study. Furthermore, once teachers were contacted, and

after they had agreed to participate in the study, I asked them to complete a written consent form

and to return it via e-mail or in person. Teachers were given the option of choosing their

preferred place and time to be interviewed (Merriam, 2014; Rubin & Rubin, 2011; Seidman,

2013) for their convenience.

Instruments

Creswell (2013) asserted that instrumentation such as interviews, observations, and

artifacts can contribute to the understanding of individuals’ lived experience with phenomena.

For this study, in-depth interview questions were generated to address the research questions.

These questions aligned with information gleaned from the review of literature.

Data Collection and Analysis

As the researcher, I was the primary instrument for data collection and analysis. An

interview protocol (see Appendix A) was used to guide and authenticate the research process.

Interviews were audio-recorded, and a transcriber was hired to ensure efficiency in providing all

21 teachers with their transcripts for verification. Seidman (2013) suggested that an interviewer

should actively listen to participants’ responses, audio-record interviews, and take field notes.

For this study, actively listening to teachers’ responses, replaying the audio recordings, and

transcribing the interviews helped me to detect key phrases before making notes in the margin.

Field notes that captured the contextual setting and nonverbal cues from participants were also

included in the data analysis. Transcribed information and audio recordings were e-mailed to

each participant for verification, and the participants’ input was used in the final analysis.

40
 To ensure the privacy of participants, I assigned each of them a pseudonym, which I used

their audio files and their transcribed interviews. Moreover, I read each of the transcripts twice,

holistically, in an effort to understand the lived experiences of teachers engaging in reflective

teaching practice. In addition, I used bracketing to ensure that the focus was on the study; the

responses of each participant were viewed as having equal value; and all relevant statements

were gradually reduced into a statement that captured the essence of the phenomenon (Creswell,

2013). The following steps, recommended by Moustakas (1994), were used for this

phenomenological data analysis: I developed a list of significant statements about how teachers

experienced reflective teaching practice (horizontalization); treated each statement as having

equal value and worked to develop a list of nonrepetitive, nonoverlapping statements; grouped

significant statements into larger units of information called meaning units or themes; and wrote

a textual description of “what” the participants experienced using verbatim examples and

included a structural description of “how” they experienced reflective teaching practice. Finally,

I derived the essence of the phenomenon of reflective teaching practice by synthesizing the

textural and structural descriptions. According to Creswell (2013), the “essence” of the

experience represents the culminating aspect of a phenomenological study. I took these steps to

provide a rich, thick description of the phenomenon being studied for transferability.

Limitations of the Research Design

One limitation of this study was that all the participants were recommended K–5 teachers

from two NYC elementary urban charter school systems. This population represented only a

selected demographic and geographic region. Another limitation arose from the difficulty of

scheduling time with teachers at the beginning of the school year. Teachers were engaged in

preparation for the new school year, such as conducting assessments, setting up their classrooms,

41
attending staff meetings, and so forth. Therefore, flexibility in scheduling had to be factored into

this research study because I needed to adhere to dates and times determined by the participants.

Validity

Creswell (2013) suggested that two methods be used to ensure validity of the data

findings: rich, thick description, which allows readers to make decisions regarding

transferability, and member checking, which allows participants to verify their responses. For

this study, both methods were used; teachers were e-mailed their transcripts for verification. The

final analysis consisted of a rich, thick description of teachers’ experiences with reflective

teaching practice. Their textural and structural descriptions created a composite that can be

transferred to other settings when referencing reflective teaching practice due to possible shared

characteristics.

Credibility

The role of the researcher is to establish credibility by reporting findings from those who

have experience with the research topic. To establish the credibility of the study, Rubin and

Rubin (2012) stated, “you have to interview people who are knowledgeable on your topic, and

you must restrict your questioning to what they know firsthand” (p. 64). As the researcher, I

conducted in-depth interviews with 21 recommended NYC elementary school teachers in an

urban charter school system that engaged in reflective teaching practice. They provided insight

into how they reflected on their teaching and gave a report on forms of reflective teaching

practice that supported them in their work. Furthermore, to ensure that the data collected were

accurate, teachers participated in member checking to verify their responses. Member checking

served as a debriefing method for establishing validity (Creswell, 2013) regarding information

obtained from each of the participants.

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Dependability

Creswell (2013) alluded to phenomenological study results’ being subject to change;

however, dependability is confirmed through auditing of the research process. For this study, a

phenomenological method was used to ensure the dependability of the study’s process. The

literature review of Moustakas’s (1994) approach was referenced to confirm the accuracy of the

method design. This approach helped to support the dependability of this phenomenological

study and can influence future studies about exploring teachers’ experiences using reflective

teaching practice.

Expected Findings

In view of the participants’ identification as reflective practitioners, it was expected that

they would share their approach to reflective teaching and forms of reflective teaching practice

that supported them in their work. According to York-Barr et al. (2006), a reflective practitioner

uses an inquiry-based approach to teaching that involves critical thinking and a personal

commitment to continuous learning and improvement. Interview responses provided insight into

how teachers approached reflection in teaching and forms of reflective practice that supported

them in their work.

Ethical Issues

According to Creswell (2013), “Ethical issues in qualitative research can be described as

occurring prior to conducting the study, at the beginning of the study, during the data collection,

during data analysis and in reporting the data” (p. 57). Therefore, the following ethical

considerations were used to ensure trustworthiness in the process and in publishing the data.

1. Participants were informed of the purpose of the study and were given a description

of the process and of their role. (see Appendix B)

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 2. Any information provided was coded so it could not be linked to teachers or their

schools.

3. Any name or identifying information was kept securely via electronic passcode or

locked inside a file cabinet in my office.

4. The study used a passcode-protected computer and recoding software.

5. Audio-recorded interviews were labeled with pseudonyms. The hired transcriber

signed a confidentiality agreement before transcribing interviews. (see Appendix C)

6. As soon as transcripts were validated as correct, the recording was deleted so it could

not be used to identify the participants.

7. Reviewed and analyzed data did not contain teachers’ names or identifying

information.

8. Participants were not identified in any publication or report.

9. Participants’ information will be kept private at all times and then all study

documents will be destroyed 5 years after the study was concluded.

Conflict of Interest

My personal experience with reflective teaching practice required that I put any

assumptions aside to gain an understanding from the perspective of my participants. My prior

knowledge or experiences on the research topic was acknowledged at the outset to avoid conflict

of interest. Machi and McEvoy (2012) asserted, “By rationally identifying and confronting these

views, the researcher can control personal bias and opinion, committing to being open-minded,

skeptical, and considerate of research data” (p. 19). Hence, the interview questions served as a

guide in keeping the route to discovery focused on my participants’ point of view. As teachers

were engaged in in-depth interviews, I listened attentively, asked clarifying questions, and

44
“bracketed” myself to avoid researcher bias. Bracketing myself helped me to suspend judgment

or personal thoughts, thereby heightening my sense of consciousness and reflectivity on what

was being examined (Merriam, 2009). In addition, member checking gave teachers the

opportunity to review the transcripts and make any adjustments before the data were published.

Researcher’s Position

As a qualitative researcher, it was important for me to reflect on my position as I

undertook this study. According to Merriam (2009), “Investigators need to explain their biases,

dispositions, and assumptions regarding the research to be undertaken” (p. 219). Therefore, I

examined my biases, disclosed an overview of my experience, and explained the purpose for

conducting the study to my participants. In an effort to forge researcher/participant relationships,

I shared my experience in education and my interest in my research topic. During the interview

process, I also created space that allowed the participants to share their experiences without

judgment.

My career in education has spanned more than 15 years. My experience in the field of

education has included providing professional development to elementary school teachers to

promote their teaching effectiveness. As a staff developer, I continuously find myself

contemplating whether my interventions offer teachers ample opportunity to reflect on their

experiences. My method of support usually consists of making classroom observations,

modeling, and offering teachers feedback on their performance. In addition, teachers and I

engage in bi-weekly conversations about their classroom experiences and the subsequent

outcomes. What I usually anticipate from our interactions is that teachers will reflect on

strategies presented and refine their teaching practice. However, what is not known is the extent

to which teachers reflect on the strategies, develop new understandings, and apply them to obtain

45
better student learning outcomes. My interest in this study stemmed from my desire to

understand teachers’ experiences with engaging in reflective teaching practice so that I can

promote similar processes in future professional development work.

Ethical Issues in the Study

Phenomenological interviewing does not come without risks, given that participants are

sharing experiences in teaching. Seidman (2013) advised that, depending on the potential

sensitivity of the topic, researchers should indicate that the process of interviews could cause

discomfort at times. For this study, participants were informed of the purpose of the study, and

were given a description of the process and of their role. My role as the researcher was to ensure

that participants found the process trustworthy by protecting their privacy and reporting on their

experiences accurately. Therefore, as the researcher, I met with recommended participants to

provide information about the study and to answer any questions they might have had concerning

its purpose and their role. Subsequently, potential participants were e-mailed consent forms that

contained details of the research process, potential risks or discomfort, participants’ rights,

potential benefits, steps in confidentiality, a description of how results would be disseminated,

and ways in which they could contact me if they had any questions about their rights or about the

research project. Furthermore, participants were notified of their right to withdraw from the

study at any time. Formal interviews were scheduled upon receipt of their written consent.

Summary

This chapter provided discussions on the qualitative research study and phenomenology

method; the procedures for selecting participants; the procedures for collecting, analyzing, and

verifying the data; ethical considerations; and ways in which I validated the findings. To

accomplish this endeavor, this phenomenological study explored 21 elementary charter school

46
teachers’ experiences with reflective teaching practice and provided an in-depth description of

how they use it to improve upon their work. The findings in this study may provide the

educational community with ways to promote reflective teaching practices in support of

teachers’ professional development. Additionally, the findings may influence further study in

support of teachers’ professional development.

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 Chapter 4: Data Analysis and Results

This chapter presents a description of the sample, the research methodology and analysis,

the data and results, and a summary of the findings. The purpose of this phenomenological study

was to explore the role of reflective teaching practice from the perspective of 21 teachers from

two elementary urban charter schools. A data analysis of this study shows how participants

engaged in reflective practice that leads to effective teaching and promotes students’ learning.

The following research questions guided this investigation on the role of reflective practice on

teaching effectiveness.

1. How do elementary school teachers define reflective teaching practice?

2. In what ways do teachers reflect on their teaching?

3. What value, if any, do elementary school teachers place on reflective teaching

practice?

4. What forms of reflective teaching practice do teachers use? How do teachers report

that it improves their teaching practice?

As the researcher, my role was to investigate the experiences of 21 teachers who engaged

in reflective teaching practice. My experience in the field of education has included providing

staff development to promote teaching effectiveness. My work with teachers consists of making

classroom observations, participating in post-observation discussions, and modeling instructional

practices to improve their performance. However, what was not known was the extent to which

my work with teachers afforded them the opportunity to reflect on their learning and make

connections to improve their teaching practice. My interest in this study stemmed from my

desire to explore teachers’ experiences of engaging in reflective teaching practice to promote

similar processes in future professional development. Therefore, a phenomenological method

48
seemed plausible for exploring and describing the experiences of teachers who engage in

reflective teaching practice.

The data-collection process consisted of conducting 21 audio-transcribed interviews,

taking field notes, and assigning each participant with a pseudonym name. After participants and

I verified the accuracy of the transcripts, I reviewed and highlighted each transcript, taking notes

as I did so. Key themes were identified in the margin of each transcript based on the research

questions. Then, during the review of the notes, commonalities among participants generated six

key themes and 18 subthemes. The data analysis and results that emerged from the coded key

themes and subthemes provided a textural description (what they experienced) and structural

description (how they experienced) of the data. To that end, data analysis and results provided

the essence of participants’ experience engaging in reflective teaching practice toward teaching

effectiveness.

Description of the Sample

This research study was conducted in two urban charter school districts. Each school had

both general-education and inclusion classes. The 21 teachers interviewed worked either in

inclusion classes with two teachers in a room or in general education classes in which one

teacher worked alone. However, on occasion, teaching assistants were used or were split

between classes to offer additional support. Teachers who participated in the study varied in

terms of gender, race/ethnicity, level of experience based on number of years taught, and grade

level/current grade taught. In one of the schools, teachers in grades K–3 taught all subjects.

However, grades 4 and 5 teachers taught single subjects, such as English Language Arts (ELA),

math, and science. In the other school, teachers who worked in grades K–5 taught all subjects.

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Research Methodology and Analysis

This phenomenological study sought to understand ways in which teachers reflect, learn,

and improve on their instruction using reflective teaching practice. Therefore, Moustakas’s

(1994) approach to data collection and analysis was applied to explore teachers’ perception using

reflective teaching practice toward teaching effectiveness. This method consisted of the

collection and analysis of twenty-one in-depth interviews. After participants’ verified their

individual transcripts, 21 transcribed interviews were collected, analyzed, and coded. The initial

coded categories, listed as six key themes, were derived from the research questions. These six

key themes provided information on ways participants: described a reflective teacher and defined

reflective teaching practice; reflected before, during, and after delivering a lesson; shared

challenges and benefits to reflective teaching practice; and described forms of reflective teaching

practice that supported their teaching effectiveness.

In addition to the six key themes, 18 subthemes were generated from reviewing the

transcripts and identifying commonalities in words and phrases from participants’ responses to

the research and interview questions. Significant statements that reinforced more than one

participant’s views were then extracted from the transcript and placed under each coded key

theme and subtheme. The extracted statements in this study were significant in understanding

the central phenomenon in this study: reflective teaching practice. The summary of the findings

provided a textural (what they experienced) and structural (how they experienced it) description

of participants’ experience engaging in reflective teaching practice. In the end, the essence of

reflective teaching practice, as a way to make meaning and improve on instruction, was revealed.

50
Data Analysis and Results

Data collection and analysis procedures were conducted using a phenomenological

design. The data analysis and results revealed participants’ perspectives on the following: how

they define and describe reflective teaching practice; when it occurs in their teaching; the

benefits and challenges of reflective teaching practice; and the forms of reflective teaching

practice that support their continuous learning. The narratives presented by participants provided

an understanding of how reflective practice promoted the assessment and monitoring of

instructional practices; facilitated critical thinking based on students’ performance; fostered the

ability to problem solve; and supported continuous learning. The following key themes,

subthemes, and extracted statements provide an analysis of participants’ experiences using

reflective teaching practice.

How do elementary school teachers define reflective teaching practice?

Key theme: Describing a reflective teacher and defining reflective teaching practice.

Subtheme: Reflective teachers self-monitor and self-assess their practice. Participants in

this study defined reflective teaching practice as a way to self-monitor and self-assess their

teaching practice. Furthermore, participants described how reflective teachers self-monitor and

self-assess their teaching practice to determine how their actions affect students’ learning.

Participants defined self-monitoring as frequently checking the progress of teaching behaviors to

promote students’ learning. For example, Wendy referred to a reflective teacher as someone

who self-monitors to improve her or his teaching practice. Wendy explained, “They’re always

going over what they did, and if it could have been done better. And the answer is, yes. There’s

always room for improvement.” Marilyn also referred to reflective teachers as those who self-

monitor their teaching by planning ahead of time while assessing what has been taught and

51
figuring out ways to improve instruction. Jennifer’s point of view was that reflective teachers

use student data to self-monitor their teaching practice. She noted that reflective teachers “sort

of teach in between the desks. So they’re constantly moving around, trying to identify what they

were just exposed to and checking for understanding via students’ papers.” Glenn considered a

reflective teacher to be one who used awareness of her or his actions to self-monitor or self-

assess their teaching toward students’ learning. He stated, “A reflective teacher is someone who

is aware of their actions within the classroom and of how it affects them and their students. They

think of how they can have a more positive effect on their classroom culture.”

Another significant element of reflective teaching practice pointed out by participants

was conducting a self-assessment regarding teaching effectiveness. Participants in this study

described how reflective teachers have the ability to frequently assess their teaching in efforts to

improve. Pam explained that reflective teachers conduct a self-assessment every so often, if not

every lesson. They are assessing what they are teaching, how they are teaching it, and if their

students comprehend what they are teaching. Perry also described reflective teachers as self-

assessing their teaching practice in response to their students’ feedback. According to Perry, a

reflective teacher can confidently critique her or his teaching performance by reflecting after

delivering a lesson, or in the moment while teaching, to determine a course of action that will

enhance students’ learning. Similarly, Diane articulated her perception of a reflective teacher by

saying that reflection is a way for teachers to self-assess by looking back on their teaching in

order to become more effective. In the same vein, Steven referred to a reflective teacher as

having the ability to self-assess his or her teaching toward improvement. In his opinion, a

reflective teacher processes teaching experiences by examining areas in need of improvement; he

or she maintains a positive outlook; and is a lifelong learner. Stewart reported that he reflected

52
throughout the day by assessing his teaching performance and that he made adjustments based on

the feedback he received from his students.

Subtheme: Reflective teaching practice involves critical thinking toward improving

teaching practice. In this study, participants also defined and described reflective teaching

practice to mean critically thinking about their students’ performance. Participants used critical

thinking to assess students’ learning outcomes, using observations and written work, to

determine next steps in instruction. For instance, Cathy, a 1st-grade teacher, spoke of using

student observations to think critically about ways to improve her practice. Cathy said, “For me,

observation is key. So if I see my scholars are not getting the lesson, then I’ll think of ways to

make some adjustments to meet their needs.” In addition, Colleen described reflective teaching

practice as thinking critically about students’ responses to the delivery of a lesson. She stated

that she used students’ responses to think about what she or they might have missed and about

how she would make improvements in future instruction. Kelly offered similar sentiments about

reflective teaching practice, saying, “My co-teacher and I take about two minutes in between

classes to think and talk about what we saw was successful, the weak areas, and how we can

adjust for the next lesson.”

To summarize this theme, although participants’ descriptions of a reflective teacher and

reflective teaching practice varied, teachers defined these practices as critically thinking about

students’ performance and assessing or monitoring their teaching effectiveness. Through

reflective teaching practice, teachers were able to assess and monitor their teaching in efforts to

determine an instructional approach or resources needed to address students’ learning needs. In

this way, reflective practice can serve as a way to examine the delivery of a lesson based on

feedback from students, peers, instructional coaches, and/or administrators. Having reflected,

53
teachers can consider the strengths and weaknesses in a lesson’s delivery and modify or adjust

future instruction accordingly. This process can help a teacher grow in terms of enhancing

students’ learning.

In what ways do teachers reflect on their teaching?

Key theme: Opportunities for reflection. During the interviews, teachers paused to think

about ways in which they reflected on their teaching. Teachers described ways in which they

reflected either before a lesson, “in the moment” or as they taught, after a lesson’s delivery, and

at the end of the school day. They considered reflective teaching to be part of their daily practice

in efforts to enhance their professional growth and students’ learning.

Subtheme: Reflecting before a lesson. Participants described reflecting before a lesson as

a way to consider students’ learning needs and readiness. This technique helped them to

anticipate questions or misconceptions students might have in learning new material. Perry

described his reflective process:

Before a new lesson, I like to be prepared with at least two-three different ways that I can

teach it to my students. So I start off with whatever the general way of teaching the

lesson should be. If I notice that it’s just not really working, then I already have a setup

waiting—either a video, or I’ll have some sort of an audio ready. The visual or audio can

help students have a better understanding of the lesson.

Ciara also mentioned the importance of preparation-as-reflection, saying, “Before a lesson, I am

always considering my students’ responses. I’m considering what they might struggle with and

try to fit my lessons to address their individual learning needs.” Sandra’s comments were in

alignment with those of Perry and Ciara; she explained that reflection helped her to be aware of

54
what students needed to know before a lesson and changed her practice based on their learning

need.

Subtheme: Reflecting in the moment. While reflecting before a lesson was perceived as a

an approach to addressing students’ learning needs and readiness, participants also described

how “in-the-moment” reflection, such as that engaged in during the course of teaching, provides

an immediate response to students’ learning needs. Wendy observed, “Some of my best teaching

has been on-the-spot reflection and then changing the lesson around based upon the needs of the

students at that time. I’m always reflecting. I’m always in reflection mode.” Steven also

expressed similar sentiments about the importance of reflecting in the moment, necessary

because “you have to be able to judge a situation in a split second and decide whether this is

going to be a path to instruct this particular student.” In like manner, Pam spoke of a time in

which she seized an opportunity to reflect in the moment based on her students’ responses to her

teaching. Reflecting in the moment enabled her to observe her students’ level of engagement

and to self-assess her methods of instruction.

Subtheme: Reflecting after a lesson. In this study, participants also described reflecting

after delivering a lesson, or at the end of the day. Doing this provided them with the opportunity

to assess both their students’ work and the outcomes of their teaching. Reflecting after

delivering a lesson enabled them to think of ways to approach future instruction. In fact, Diane

described how she usually reflected after a lesson in math, saying, “I always give them exit

tickets to see if they understood the lesson of the day. I can see if they did well, and what else

needs to be done to teach them.” Exit tickets were used to assess students’ understanding of

skills presented that day. Selena’s take on the subject was very similar to Diane’s; she also used

assessment data from students’ exit tickets or written informal assessments to reflect on how she

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should adjust the delivery of her lesson. Kelly changed it up a bit and described how reflecting

with her co-teacher after a lesson helped her with her teaching. She said, “He’s the best person

to reflect with; he’d often give me a little more insight into how to reach some of my students

who have different needs. Last year it helped me with my struggling students.”

Whereas some participants reported reflecting immediately after each lesson, others

discussed reflecting at the end of the day due to classroom challenges or lack of time. Fiona

admitted, “I honestly don’t have time after each lesson because it’s transition and kids are

moving around. I do jot a few little notes saying, next time do this, or that, but at the end of the

day, that’s when I fully reflect.” Stewart also described why, and how, he reflected on his

teaching, noting that it was hard to reflect during the school day because of an overabundance of

meetings, meaning he did most of his reflecting at home.

To summarize this theme, participants spoke of times in which they seized opportunities

to reflect on their teaching and used students’ data to inform next steps in instruction.

Participants who reflected before a lesson reportedly took into consideration students’ prior

knowledge before teaching a new lesson or skill. Participants who reflected “in the moment” or

during the course of teaching perceived this to be vital in addressing students’ immediate

learning needs. Participants who reflected after delivering a lesson reflected on students’ work

to determine next steps in instruction. On the other hand, participants who struggled with

reflecting during or after a lesson’s delivery reported reflecting on their teaching at the end of the

day.

Key theme: Cause for reflective teaching practice. To further describe ways in which

teachers reflect, participants were asked what caused them to reflect and the actions they took as

a result of reflection. Teachers described ways in which they reflected using intrinsic motivation,

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problem solving, and feedback from students. This reflection included a focus on pursuing

professional growth, addressing classroom challenges, and examining students’ assessments to

determine next steps in instruction. It was clear that teachers perceived a connection between

their improved performance and their students’ learning.

Subtheme: Intrinsic motivation causes reflective teaching practice. For the purposes of

this study, intrinsic motivation refers to the internal satisfaction teachers obtain from reflective

teaching practice. As teachers are driven by internal satisfaction, their teaching practice results

in their focus turning to becoming better teachers. Stewart viewed intrinsic motivation as a cause

for his reflecting on his teaching, adding, “Part of it too, is that I want to get better. So if I’m

thinking about my growth, that’s one of the things that would cause me to reflect.” Likewise,

Wendell pointed out how wanting to improve for the benefit of his students caused him to reflect

on his teaching practice. He recalled his first year teaching and how he had to think of classroom

management strategies. Wendell stated, “So the reason why I reflect is obviously to improve for

my students. The things that make me change are when I see things I think I could do better.”

Diane also mentioned how wanting to become a better teacher caused her to reflect on her

teaching. She stated, “I want to be a better teacher, and it takes work. So I reflect all the time. I

have to understand what the kids know, where they are, and how they’re grasping what I’m

trying to teach them.” In the same vein, Barry noted that reflection was essential for improving

as a teacher.

Subtheme: Problem-solving causes reflective teaching practice. Teachers also viewed

problem solving as a cause for them to reflect on their teaching. Ciara said that once her students

were struggling with a short-answer response on descriptive text, and, upon reflection, she

realized she had not taught a particular skill in any of her previous lessons. She recounted, “I

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realized while walking around that had not been something I focused on. So I had to think of

ways to implement descriptive text structure in everything they did since it was something that I

missed.” Steven also offered his experience with problem solving through reflective teaching.

He recalled,

I have a student; now getting him started to write was a challenge. So I needed to adjust

all of his student response packets to include a couple of sentence starters. The thought

was, what am I assessing him on? Am I assessing him on his ideas or am I assessing him

on his ability to start writing? I think that’s when reflection, flexibility, and creativity

kind of came together.

Kelly described how she and her colleague were able to problem solve using reflective teaching,

saying,

We do a lot of reflecting on who will be candidates for small groups. We often look

during a class, when we’re doing guided practice, to see who is struggling. We’ll pull

x children aside to target what exactly they need for that lesson while the rest of the class

moves on and does independent practice on their own.

Subtheme: Feedback from students causes reflective teaching practice. Feedback from

students, whether through verbal or written responses, enabled teachers to reflect on their

teaching. Felicia said, “Obviously, the students’ work causes reflective teaching because you

want to change things that aren’t working. So I think it’s mostly based on how students are

performing.” Similarly, Steven said, “Because your students are giving you information and

giving you feedback, you have to adapt and use it in your practice.” Wendell echoed these

sentiments. Colleen related a vivid experience when feedback from students’ informal

assessments via exit tickets caused her to reflect on her teaching. She explained that exit tickets

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were given out at the end of a lesson to check for students’ understanding. She then took them

home for review, where she identified commonalities to determine next steps in her instruction.

Fiona also described how feedback from her students caused her to reflect on the goals she set

for her students. She mentioned that daily, weekly, monthly, and yearly goals were always set

and described how she monitored students’ achievement:

If I’m reflecting on a math lesson, I know by the end of 2 weeks, for the test, the students

need to add one–ten digits fluently; depending on how well they are doing, I would

reflect and see maybe we need more time to do this lesson, or maybe I need to teach it in

a different way.

To summarize this theme, teachers explained that intrinsic motivation, problem solving,

and feedback from students caused them to reflect on their teaching. Subsequently, teachers

were able to determine a course of action to improve their teaching practice. Teachers appeared

flexible in their approach as they used critical thinking to revise their teaching practice. They

supported the notion that reflective teaching practice leads to both teacher growth and student

learning.

What value, if any, do elementary school teachers place on reflective teaching

practice?

Key theme: Challenges in reflective teaching practice. Although participants appeared

to value reflective teaching practice, they did acknowledge its challenges. Participants explained

that having insufficient time to reflect on classroom challenges affected their ability to address

students’ immediate learning needs. Time constraints also affected their ability to make course

corrections or improvements in instruction. A teacher’s resistance to change was also mentioned

as impeding reflective teaching practice. Participants explained how change-resistant teacher

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mindsets affected the way they thought about their instructional practices and their

determinations of the next steps in instruction.

Subtheme: Time constraints. Given that teachers are faced with daily demands, finding

time for reflection seemed to pose a challenge when participants attempted to improve their

teaching. For instance, Felicia reported,

You don’t have time to reflect because of the overload of stuff to do. There’s not enough

time being provided for any kind of reflection because you are doing one lesson and

before you know it, it’s on to the next. You really don’t have time to think if a lesson

went well or not.

Sandra agreed:

I’d say time is a challenge. When I get done with a lesson, I don’t have time to sit there

and say how did that go? I’m on to the next lesson, which could also go poorly because

I’m jumping from ELA to math and my mindset is then not wholeheartedly on math. So

I would say time is the biggest thing. I can go home and reflect but it is not as beneficial

as reflecting right after the lesson in order to improve.

These sentiments were echoed in similar words from Fiona, Wendy, Colleen, and Stewart, each

of whom mentioned time for reflection as a challenge due to overwhelming responsibilities in

teaching.

Subtheme: Teachers’ mindset. Participants in this study discussed how a teacher’s

mindset, being resistant to change, could hinder reflection and growth in teaching practice. The

words fixed and growth mindsets were mentioned to describe how a teacher’s mindset can

influence his or her reflection and approach to teaching. Ciara said, “I guess having a fixed

mindset of, this is the way I’ve done it for this amount of time, and it’s been working, makes you

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not want to question yourself at times.” Kelly also saw a fixed mindset as being a hindrance,

noting, “I have to keep reminding myself that there are other ways that work to benefit my

students and it’s always good to still consider new ideas.” Barry agreed, elaborating:

I try my best to have a growth mindset, but obviously, I’m not perfect and there are times

I’d say I’m not good at x, y, and z. And I always think of that as being the hindrance to

me improving as an educator when I’m telling myself I’m not good at something.

Pam also described how being closed-minded and “not being able to say this isn’t working”

could affect reflective teaching. She added that one of the hardest things for her was to adjust

her students’ achievement goals so that they could eventually meet the standards. Marilyn

concluded, “Not being open-minded can affect reflective teaching. Everything in life is

evolutionary, and being open-minded can help to improve your teaching.”

To summarize this theme, the teachers said that their biggest hurdles were having

insufficient scheduled time for reflection and possessing a mindset that resisted growth if it

involved change. The teachers seemed to understand that although these challenges to reflection

were present, reflective teaching practice was vital to their professional development.

Key theme: Benefits of reflective teaching. Although participants candidly shared

challenges in reflective teaching practice, they also shared its benefits. Participants described

how reflective practice promotes self-monitoring and self-assessment of teaching practice,

fosters growth in teaching practice, and affects students’ learning. The teachers reported that

reflective teaching practice helped them focus on students’ instructional goals, check students’

understanding, and find ways to adjust their own teaching practice based on students’ responses

in learning. Participants in this study perceived reflective practice as a guide for monitoring their

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teaching, assessing their students’ learning, and thinking critically about approaches to

improving instruction.

Subtheme: Reflective teaching facilitates self-monitoring and self-assessment. As

teachers discussed reflecting on their teaching, it became clear that they viewed self-monitoring

and self-assessment as key benefits. They perceived reflective teaching practice as a guide to

their professional development and to students’ learning. For example, Fiona acknowledged that

if students didn't understand a lesson, it was her obligation to reflect and figure out where the

problem lay. Cathy also described reflective teaching as a benefit to self-assessing her practice,

explaining, “Reflective teaching helps me question if I am doing it right; am I zeroing in on what

the students need? . . . I evaluate my students to see if my teaching made a difference, or if I

have to reteach a lesson.” The importance of reflection in teaching was reinforced by Lisa, who

also described a benefit of reflective teaching as having the ability to stay on target to meet the

needs of her students, to determine whether in fact she had done so, and to reach the greatest

number of students. Sarah also noted that reflective teaching practice helped her to self-assess

and to progress-monitor her instructional planning and lesson implementation. Kelly, another

advocate for reflective teaching practice, said she preferred to reflect with a colleague to figure

out “what worked well and didn't work well” and to get “solid advice” from someone in a similar

situation. When Perry discussed benefits of reflective teaching, he listed reasons for self-

monitoring his teaching that included the desire to understand what his students needed. He

added, “I know being a frustrated learner is one of the worst feelings in the world, so I don’t

want them to have to feel that way.”

Subtheme: Reflective teaching practice fosters teacher growth. Participants in this study

viewed reflective teaching practice as a way to become better as teachers. For example, Diane

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stated that the benefit of reflecting on her practice was “getting better at it,” adding, “You have

to be reflective to grow as a teacher.” Marilyn agreed, noting that the benefit of reflection was

the opportunity it afforded teachers to grow in their professional practices and adding, “For me,

reflection is growth and discovering every single thing in phases.” Expressing similar sentiments,

Wendy noted that reflection kept her focused on her responsibility to her students and on the

need to improve as a teacher. She stated,

When you reflect on something you kind of say, “Oh, I should have done it this way.

Why didn’t I do that?” But in teaching, each day is a new day to make it better than the

day before. So, this gives me the permission to up the ante and do a better job.

Subtheme: Reflective teaching practice promotes students’ learning. Similarly to

teachers’ considering reflective teaching practice to be a benefit to their growth, they described

how it could lead to students’ learning. Stewart observed that student growth was a substantial

benefit of reflective teaching practice because reflection allows the teacher to help students learn.

Felicia also offered her perspective on the benefits of reflective practice and described it as

promoting students’ learning. She stated that through reflective practice she is able to determine

whether she might need to incorporate alternate strategies or resources to ensure that her students

comprehend specific skills being taught. She explained that it was helpful

if I am able to reflect on whether to incorporate more hands-on activities or maybe I have

to provide more visuals. Or if a student is an English language learner, maybe I have to

put a picture next to the word if they have a little bit trouble reading.

Adding her voice in support of reflective teaching, Ciara noted,

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 The truth of the matter is if you push yourself, and you’re constantly making yourself

better, and you’re constantly thinking about what you’re doing, and perfecting your craft,

it just makes the achievement in your class so much better.

Steven, too, said that the most important element of reflection was its effect on student learning.

To summarize this theme, participants viewed the benefits of reflecting on their teaching

as promoting teacher and student growth. Reflection was perceived as a way for participants to

make changes based on the needs of their students. Teachers reported that reflection helped

them to stay focused on targeted goals set for themselves and their students.

What forms of reflective teaching practice do teachers use? How do teachers report

that it improves their teaching practice?

Key theme: Forms of reflective teaching practice that support teaching performance.

Participants described the different forms of reflective teaching practice that supported their

teaching in a way that improved students’ learning. These forms of reflective teaching practice

included using teaching frameworks, reflecting through coaching methods, conducting peer

observations, participating in a professional learning community (PLC), and using research

methods to problem solve and improve teaching.

Subtheme: Teaching frameworks support reflection and guide teaching practice.

Teachers described the ways in which teaching frameworks, for example, The Danielson

framework for teaching (Danielson, 2012), were used for self-assessment and also served as

guides for reflecting and for facilitating instructional conversations with administrators or

instructional coaches after observations. Stewart spoke of the Danielson framework as “the

backbone” for his school’s evaluations. However, he also explained how it is used informally to

assess his teaching practice. Asked to elaborate, Stewart described an informal meeting in which

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he and his coach used the rubric to assess his teaching performance and to discuss how Stewart

could get to the next level in his teaching. Barry affirmed that his school’s teaching framework,

similar to The Danielson framework for teaching (2012), was likewise used to facilitate

instructional conversations with his dean to improve his teaching practice and noted that the

framework provided a “common language.” Sandra added that a teaching framework can be

used as a guide for lesson planning during formal observations. Cathy also reported using

Danielson framework for teaching to guide her teaching performance, noting, “I try my best to

follow it because it keeps me guided. It gives me direction on what I need to work on in my

teaching.” Colleen explained that in addition to being used by individuals to improve their

practice, the Danielson framework was used by her school as whole to set school-wide goals for

student learning; she called it a “road map” and a “tracker” for their progress. Felicia added that

the teaching framework helped to provide a visual for good teaching, saying, “We use the

Danielson framework to guide us and the rubrics show us what effective teaching looks like and

that’s obviously what we all want to reflect on.” Adding her voice to the chorus of teachers who

used Danielson framework for teaching, Fiona said,

Something that I am reflecting on is communicating with parents. . . I now communicate

with parents every single day, through e-mails and my class website. I know there are

many different components to it (the Danielson framework), but that’s just one that I

currently use.

Although teachers seemed to see the benefits of using a teaching framework for reflection

to improve teaching practice, they also reported encountering challenges in using it. When

discussing her initial experience using Danielson framework for teaching, Wendy stated that she

didn’t fully understand the framework initially but that professional development had both made

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it more accessible to her and allowed it to become part of her teaching philosophy. Selena also

candidly shared her thoughts about using Danielson framework for teaching, acknowledging its

richness and noting that she should be using it more often, but admitting, “On a day when things

go wrong, that framework is gone.” On the other hand, she noted, “there are beautiful moments;

like today was a little bit better than yesterday. I would say, elements within the framework did

present itself in my teaching today.”

Subtheme: Cognitive coaching supports reflective teaching practice. After I provided a

scope to define cognitive coaching, participants were asked to describe their experience.

Teachers discussed their experience with reference to being coached and the value they placed

on it. They found coaching sessions with instructional deans, coaches, or administrators were

useful for their personal growth and their teaching practice. Steven, for instance, said of his

coaching experience,

It was a mixture of what was observed and then the opportunity to reflect on that. Every

week we’re asked to develop an action step, something that we want to implement in our

practice. So far for me it has been cold calling. I wanted to pick up what I learned from

this teacher I observed and try it in my own practice. My coach was all for it.

Barry too spoke positively about the coaching sessions:

I think it’s great to have someone else help you see your strengths in terms of planning

and your teaching. It can be hard to realize: “Oh, this might be something I’m good at.”

So, the coaching experience works as a check, because I can reflect all I want but having

some other set of eyes, especially a set of eyes I can trust, is going to provide me with a

check on what I need to improve on.

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 Kelly said that she believed coaching was helpful when the coach demonstrated respect

for the teacher; that gave the teacher the confidence to experiment with acting on someone else’s

perception. Another participant in the study, Cathy, reported that she sought out coaching

support to improve on her teaching practice. She said, “My math coach helped me by taking me

step by step through a process where I could think of how to try different methods. So it

definitely helps.” Sandra described a time when she and her coach reflected together on what

students needed to learn within an English Language Arts (ELA) module, which helped her to

determine her approach to teaching. Marilyn also discussed how conversations with her coach

helped her. She revealed,

My coach has helped me a lot with classroom management as well because she’s a dean

of behavior, so every little thing she catches right away when she observes, and she gives

me feedback. Also, in developing my lesson she asks questions, like how are you going

to apply this?

Subtheme: Peer observation helps reflection in teaching practice. Participants also

valued peer observation; they said it served as a visual aid to their learning experience. Teachers

expressed their ability to learn various instructional techniques from peers through observation

sessions that were either formal or informal and were based on the direct need of the teacher.

Teachers who took it upon themselves to seek advice from peers often visited the classroom of a

colleague who was considered an expert in a particular instructional area.

Jennifer explained that she observed on a weekly basis, both to see new ways of teaching

and to “watch for behavior. I want to see what the class looks like, and what it sounds like when

the teacher is presenting certain information.” She said of observation, “It gives me an

opportunity to get fresh ideas and gives me a better view on how lessons are presented.” Stewart

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said that a teacher he had been paired with was a “master teacher” and that he observed her

because “I wanted to have a little bit of that magic as well, and I wanted to see what she was

doing that I could do in my classroom.” Barry described his observations as being more wide-

ranging, “depending on what I’m working on.” He did focus on observing excellent teachers

because it “lets me take the bits that I like the best or that I’m going to be comfortable doing.”

Kelly also noted that informally observing peers helped her to improve her practice, although she

added that time constraints prevented her from observing as much as she would like to. Wendy

said of observation, “It benefits me in terms of validating what I’m doing is correct because I see

it modeled in another classroom. I also pick up little cues that I can use that in my classroom.”

Cathy described a formal peer observation in which getting feedback from peers supported her

reflection and teaching practice; through feedback, she reported, she “was able to reflect and

learn from my peers things that I was doing, and things I wasn't doing.” She added, “Seeing

another teacher gives you ideas and things that you may want to take away from it.” Glenn too

explained how engaging in peer observation with his co-teacher and visiting other classes

supported his daily reflection in teaching. He said,

As a co-teacher, I’m actually getting a peer observation feedback almost every lesson.

But we do try to make a point during our preps to visit other classes. We get to see how

other teachers teach the lesson and then talk to them about it afterwards.

Ciara shared insight into how peer observation serves as a prerequisite to teaching at her school.

She explained,

Before they put me in a classroom with my scholars, I observed for about two weeks.

They had me observing, obviously, the better teachers; I was just watching their practices,

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 watching their lines of questioning during the lessons, their transitions, and the way they

reacted to behaviors. That just made me comfortable when I had my own classroom.

Subtheme: Action research supports reflection and problem solving. In this study, action

research was described as investigating research-based methods to solve an instructional

challenge. A teacher picks an instructional focus based on students’ learning needs, applies

research-based instructional techniques, and progress monitors its effectiveness. Participants in

this study described how they engaged in action research to solve problems based on classroom

situations and measured its effectiveness based on student learning outcomes. Glenn described

how he used his action research proposal from graduate school to address a challenge in his

teaching. He recounted,

Last year I saw a weakness in reading fluency. I did a lot of research and study on what’s

an effective way to teach fluency instruction that can benefit my students. So I based my

guided reading instruction on a certain fluency reading intervention program that helped

my struggling students.

When asked how he measured the effectiveness of his intervention method using this technique,

Glenn explained how the use of a checklist that helped to determine students’ progress in reading

was used to track their improvements in decoding. He reported that studies have shown that

improvements in fluency lead to reading comprehension; he said he hoped to see similar

improvements with his current students, using this technique. Diane also mentioned using action

research from her graduate course to incorporate ways to teach vocabulary. She explained how

she incorporates methods for teaching vocabulary in every reading lesson. This methodology

included previewing the meaning of words from a text before her students began reading. Diane

explained that this technique helped her students read more fluently and comprehend the text

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more effectively. In addition, Diane stated that she used an assessment at the end of the unit to

see whether the technique supported students’ learning. She checked for understanding by

assessing the way students used the words in sentences or identified word meanings in context.

Stewart also described how he used a research-based teaching model to check students’

understanding in his science class. He noted, “It’s basically like a cycle that deepens the students’

understanding, and that’s helpful for me because it deepens my understanding of how kids

understand that topic.” When asked how he measures the effectiveness of the model in his

teaching, Stewart explained,

I think one of the things that can tell me if it’s effective or not is if I’m using it

consistently with fidelity. I think in order to see if something is working, you have to use

it consistently and be open to feedback with regards to that implementation.

Fiona said she used action research to problem solve and found instructional resources online to

address her students’ learning needs. She said that she measured its effectiveness by the

resulting level of student understanding in her classroom.

Subtheme: Professional Learning Communities (PLC) supports reflective teaching.

Although participants used different terms for PLC as it related to their school community, the

process was similar. Teachers often met collaboratively as a team and/or with an administrator

to analyze students’ work and discuss best teaching practices. Wendell expressed his thoughts

about PLC meetings by saying,

I think it’s good for sharing best practices, especially when reflecting on student work.

It’s interesting to see why one classroom did something and the other one didn’t and

reflect on what teacher moves created that difference. So for us to be able to have those

conversations makes it so that you’re not working in a vacuum.

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Sandra also described how engaging in PLC helped her to assess student data, inform instruction,

and design a classroom structure conducive to students’ learning. She reported,

It was interesting because we all noticed the same trends of where some students were

doing well, and where others struggled. As a grade, we were able to discuss what the

groups should be doing and how that could be beneficial within certain lessons.

Ciara explained that she and her grade level used PLC to either plan lessons or analyze

student work and that it informs instruction. She said, “It happens once a week where we sit

together and we either think of lesson plans or we analyze scholars’ work or data. It could be

something different every single week. But we all reflect on something together weekly.” Barry

also revealed his experience in analyzing student data with his grade-level team. According to

Barry, these grade-level meetings supported reflective teaching and ensured consistency in

teaching across the grade. Colleen also described how engaging in PLCs enabled her to with

peers, discuss students’ progress, and plan steps toward improvement, adding, “It’s just nice to

come together and really look at the work and then figure out how we can push the lower

scholars or how we can partner them up by using strategic partnering in the classroom.” Steven

said that PLCs are embedded in his school’s culture and that they help to set normative

expectations in teaching and students’ learning. He explained,

It’s super important to norm on the expected outcomes and then drive your instruction

from there. It’s very powerful to have that opportunity to sit with peers, go through

exemplars of the work, look for the trends, look for misconceptions, and think about

ways to overcome them and modify your teaching.

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 Stewart noted that his meetings with peers included a network of schools teaching the

same subject, facilitated by a director within the department. The focus was on discussing the

implementation of best teaching practices and student data analysis. Stewart reported,

What we do is basically reflect on the best practices for teaching science. Part of the

conversation would involve . . . what’s the best way to let students struggle but still give

them the support they need? We’ll also have conversations about the best ways to write

lesson plans. These meetings are helpful because we can also discuss student data and

based on students’ performance we can see those misconceptions surface in their student

work, on their tests, or assessments. I can see what misconceptions are still lingering that

I still need to address.

Lisa also shared her PLC experience with colleagues and an administrator; the focus was

on how to implement guided reading in the classroom. Lisa stated that the viewing of an

instructional video and discussion on best practices supported her reflection. She remarked, “It

just helps to see it from a different perspective, tap new ideas, and have conversations about it.”

Describing her experience with PLCs, Wendy said,

PLCs are very useful and they do work only if it’s a topic that you feel you are struggling

with, or you feel you need help with; if not, it’s a waste of time. But when you leave a

PLC and can say, “Okay, I’m glad I was sitting in this PLC. I’m glad I was involved,”

then you feel more empowered and more strengthened because what you learned was of

value to you.

To summarize this theme, participants perceived the above-cited forms of reflective

practice as supporting their teaching and ongoing learning process. The participants reflected

and learned through instructional conversations, peer observations, experimental learning, and

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data analysis. These forms of reflective teaching practices provided learning opportunities that

facilitated growth in teaching. The result was they became more aware of both their, and their

students’ areas of strength and areas for growth.

Summary of the Findings

In this phenomenological study Moustakas’s (1994) data collection and analysis method

was used to discover how teachers use reflective teaching practice to derive meaning from their

classroom experiences and improve on instruction. After teachers’ responses were analyzed, and

coded, a summary of the findings provided a textural and structural description of their

experience. The following textural description provides a report on what the teachers

experienced using reflective teaching practice; the structural description provides an explanation

of how reflective teaching practice was experienced. In the end, the essence of their experience

using reflective teaching practice is revealed.

Textural description (i.e., what was experienced). Teachers in this study described

what they experienced as they reflected on their instruction. Teachers reported that reflecting

before a lesson enabled them to consider their students’ readiness and learning needs. As a result,

teachers were able to anticipate their students’ struggles and planned accordingly with resources

and/or modified instruction. Van Manen (1977) referred to this as critical reflection; in this stage

teachers determined the relevance of a lesson based on students’ interests, needs, and readiness.

Teachers also described what they experienced as they reflected during a lesson. Through

observation of students’ engagement in learning, teachers in this study reportedly adjusted their

teaching on the spot. Schon (1983/1987) referred to skilled reflective practitioners as being able

to “reflect in action” that is “in the moment” based on intuitive knowledge and skills. Teachers

in this study reflected in the moment by taking into account students’ responses in order to

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address their immediate learning needs. Furthermore, teachers reflected after teaching a lesson

or at the end of a school day. Teachers took this time to analyze students’ work to determine

next steps in instruction. Dewey (1933) described this form of reflection as being analytical and

based on evidence directed toward validity testing. In this study, teachers used an evidence-

based approach by analyzing students’ written work in the form of exit tickets to identify

commonalities in responses, and they made adjustments to improve teaching and students’

learning.

Teachers in this study perceived that they experienced growth as a result of reflective

teaching practice. Teachers expressed the belief that reflective teaching practice allowed them to

become better teachers, and that students would benefit from their growth in teaching. Teachers

viewed a connection between their teaching effectiveness and student achievement. However,

teachers mentioned challenges to reflective practice, one of which is the lack of time due to

overwhelming responsibilities in teaching. Dewey (1933) contended, “Time for reflection is

required in order to digest impressions, and translate them into substantial ideas” (p. 34).

Teachers perceived personal time for reflection as important because it allowed them to assess

and improve upon the delivery of their instruction. Another challenge mentioned was a teacher’s

resistance to change, which was perceived as impeding reflective teaching practice. Teachers

acknowledged that having a closed or fixed mindset can inhibit reflection and can affect a

person’s ability to adapt to alternate views and teaching strategies that meet students’ learning

needs. Dweck (2014) wrote, “People with a ‘growth mindset’ enjoy challenges, strive to learn,

and consistently see potential to develop new skills” (p. 28). Teachers in this study concurred

that having a growth mindset is vital and supports continuous learning. Reflective teaching

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practice was perceived as a professional responsibility that enabled teachers to focus on making

instructional improvements that were likely to enhance student learning outcomes.

Structural description (i.e., how it was experienced). The teachers in this study

explained how they used feedback to reflect on their instructional practices. They used verbal or

written feedback from their students’ performance to assess, monitor, and adjust their instruction.

In addition, through feedback from a coach and/ or administrator, teachers were able to adopt

new strategies in their teaching. Schon (1983/1987) referred to this as “reflection on action” and

noted that it took place when a teacher reflected after a lesson with a mentor/coach or with

someone else who was more skilled. After a classroom observation, teachers and their coach

discussed the strengths and weaknesses of the delivery of a lesson. They also discussed next

steps in instruction. Teachers also sought advice from expert peers to address instructional

challenges that were connected to their classroom experiences. Through peer observations,

teachers could either affirm their teaching practice or view a model that could help them improve.

In this study, teachers also described how engaging in a PLC with colleagues facilitated

reflection. In a PLC, teachers were able to reflect on their current practices, view and consider

alternate perspectives, and adjust their teaching practices. Through an analytical dialogue about

students’ work, teachers were able to identify common trends, discuss best practices, and create

weekly lesson plans conducive to students’ learning. PLC also helped to norm instructional

practices that supported effectiveness and consistency in teaching.

Teachers explained how implementing an action research model and using a teaching

framework supported reflective teaching practice. For example, teachers used an action research

model to investigate instructional methods that solved a class issue. Teachers picked an area of

focus, researched and implemented an instructional strategy, and progress-monitored students’

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learning based on the applied instructional technique. Teachers also used a teaching framework

to reflect on their instructional practices. The teachers described using Danielson framework for

teaching (2012) to guide conversations with an instructional coach or dean regarding a common

teaching philosophy; the framework was used to assess their teaching performance.

The essence of reflective teaching practice. Reflective teaching practice enabled

teachers to make meaning from their classroom experiences and to take necessary steps toward

improvements. Through reflective teaching practice, teachers were able to examine their

teaching and form new ideas by testing theories to gain new perspectives on their classroom

experiences. Teachers used their student learning outcomes to investigate instructional

techniques and resources that promoted teaching effectiveness. As a result of reflective teaching

practice, teachers perceived a connection between their teaching effectiveness and better student

learning outcomes.

Summary

Chapter 4 discussed the research findings regarding 21 elementary school teachers from

two urban charter schools. Six themes and 18 subthemes emerged from this study of reflective

teaching practice. Teachers’ transcribed interviews created a thick, rich description of their

experiences with reflective teaching practice. As a result, a textural and structural description of

teachers’ experiences revealed the essence of the phenomenon. Chapter 5 offers a summary of

the results, a discussion of the results in relation to the literature, and implications of the results,

and will provide recommendations for future research on reflective teaching practice.

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 Chapter 5: Discussion and Conclusions

The purpose of this phenomenological study was to explore the lived experiences of

teachers who engaged in reflective teaching practice. Constructivism and transformational

learning theories were used to code participants’ responses about how reflective teaching

practice was used to make meaning of their classroom experiences to improve on their

instruction. Participants in this study shared how, through reflective practice, they were able to

assess their teaching and students’ performance toward effectiveness. This study was important

because it provided participants a voice to describe how they reflected, learned, and improved on

their teaching practice. The information shared by participants has the potential to promote

teaching effectiveness and students’ learning. This chapter presents a summary of the results; a

discussion of the results in relation to the literature; limitations of the study; implications of the

results for practice, policy, and theory; recommendations for further research; and a conclusion.

Summary of the Results

The results of this study revealed that participants used reflective teaching practice to

assess their teaching in the context of students’ learning. Teachers reflected before teaching a

new skill, in the moment of teaching, and after teaching or at the end of the school day. Teachers

in this study engaged in individual reflection and in reflection in collaboration with colleagues,

administrators, and/or peers. Reflective practice enabled them to either confirm the efficacy of

their current methods or make discoveries that would allow them to improve their instruction.

Teachers used reflective teaching practice to identify the strengths and weaknesses of the

delivery of their lessons in efforts to determine next steps in instruction. Teachers perceived

reflective practice to be beneficial to their teaching practice in terms of enhancing students’

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learning. The following research questions guided the investigation into how teachers engage in

reflective practice to promote their teaching effectiveness and promote students’ learning:

1. How do elementary school teachers define reflective teaching?

2. In what ways do teachers reflect on their teaching?

3. What value, if any, do elementary school teachers place on reflective teaching

practice?

4. What forms of reflective teaching practice do teachers use? How do teachers report

that it improves their teaching practice?

Discussion of the Results

The intent behind this study was to discover ways in which teachers reflect, learn, and

improve their teaching performance using reflective teaching practices. Each of the participants

in the study articulated ways in which he or she engaged in reflective teaching practice.

Participants discussed ways in which they used reflective practice to self-monitor and self-assess

their teaching; observe and analyze students’ performance; consider students’ readiness to learn a

new skill; use a teaching framework as a rubric to assess their teaching practice; and engage in

coaching sessions, PLCs, and peer observations to view demonstrations of effective teaching

practice, and to use an action research model to test and progress monitor instructional strategies

to enhance better student-learning outcomes. The following sections provide an in-depth

analysis of the results in response to the research questions.

How do elementary school teachers define reflective teaching practice? Participants

in this study defined and described reflective teaching practice as self-monitoring and self-

assessing their teaching and examining its effects on their students’ learning. Researchers (Hall

& Simeral, 2015; York-Barr et al., 2006) contended that reflective teaching practice promotes

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self-awareness, self-efficacy, and self-regulation as teachers attempt to address the complexities

and demands of their teaching. Participants also defined and described reflective teaching

practice to mean thinking critically about their students’ performance and taking steps to modify

or adjust their instruction. Reflecting often led them to think of ways to create a more positive

learning environment and to incorporate diverse methods of instructional practices that met their

students’ learning needs.

In what ways do teachers reflect on their teaching? Participants reportedly reflected

before teaching their students a new skill. Reflecting before teaching enabled them to consider

their students’ prior knowledge and readiness level before teaching new material. Van Manen

(1977) referred to this process as critical reflection, in which teachers consider students’

readiness level, interests, and learning needs when teaching a lesson. Teachers in this study used

reflective practice to plan for anticipated questions or any misconceptions their students might

have about their learning. Teachers also used supplementary resources such as audiovisual aids

or hands-on activities to provide students with a better understanding of the lesson.

Participants also discussed reflecting in the moment of teaching, which they thought to be

beneficial because it provided an immediate response to students’ learning needs. Teachers

considered it a way to adjust their teaching on the spot based on their students’ level of

engagement in learning. Schon (1983, 1987) referred to this as “reflection in action” which is in-

the-moment thinking and is based on intuitive knowledge. As teachers reflected in the moment,

they were able to assess their own teaching based on their students’ responses and to decide on

ways to adjust their teaching to elicit improved student learning outcomes.

Another time teachers reportedly reflected was immediately after a lesson or at the end of

the school day. This reflection offered a way for teachers to look back on their teaching and on

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their students’ performance. Teachers reflected by analyzing students’ written work and patterns

in their responses. Teachers identified students’ strengths and areas of struggle in order to

determine next steps in instruction. This process is referenced by Dewey (1933, 1938), who

believed reflective practice to be analytical, scientific, and based on validity testing.

In addition to describing ways in which participants reflected on their teaching, they also

shared what caused them to reflect or informed their reflective practice. Participants were

intrinsically motivated to reflect because they perceived that doing so helped them improve their

teaching and promoted better student learning outcomes. Through reflective teaching practice

teachers were able to implement problem solving strategies as they observed and listened to their

students’ responses. Participants in this study adjusted their learning goals, conducted small

group instruction, used visual aids to reinforce teaching, and modified their instruction. An

example is one of the participants mentioned how he addressed a reluctant writer in his class.

Reflective teaching practice prompted him to give the student sentence starters to motivate him

to write. Through reflection, he mentioned the ability to be flexible and creative in response to

his student’s learning need. Another participant shared how feedback from her students in the

moment of teaching allowed her to identify students who were struggling, and, as a result, she

implemented small group instruction that addressed her students’ specific learning needs.

What value, if any, do elementary school teachers place on reflective teaching

practice? The results indicated participants’ perspectives on challenges that affect reflective

practice. One factor mentioned was time constraints. Participants mentioned the lack of

transition time between classes and the overwhelming responsibilities in teaching. Another

factor was the teachers’ mindset of being resistant to change. Participants candidly admitted that

having a “fixed mindset” could hinder their ability to reflect due to the presence of preconceived

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notions or assumptions about their teaching. However, Dewey (1933) suggested that reflective

practice be deeply rooted in effective habits that discriminate against opinions, assumptions, or

mere assertions that have been untested. Therefore, he recommended that teachers “develop an

open-minded preference for conclusions that are properly grounded, and to ingrain into the

individual’s working habits methods of inquiry and reasoning appropriate to the various

problems that present themselves” (p. 24). Participants in this study perceived open-mindedness

to be important for moving toward growth in teaching and improved student learning outcomes.

Despite participants’ reporting on challenges that impeded reflection, they also perceived

the benefits of the practice. Participants viewed reflective practice as supporting professional

growth in teaching, enabling them to assess and monitor their instruction, and promoting their

students’ learning. From the participants’ viewpoints, engaging in reflective teaching practice

enabled them to become better at teaching; they saw a connection between improving their

practice and their students’ improved performance.

What forms of reflective teaching practice do teachers use? How do teachers report

that it improves their teaching practice? Participants described the different forms of

reflective teaching practice that supported their teaching effectiveness and promoted students’

learning. Participants discussed how reflection through coaching with deans or administrators,

whose primary job is to observe and provide feedback, led to teaching effectiveness. Participants

valued this practice because they were able to discuss areas in need of improvement as well as

the strengths in the delivery of their lesson, and devised action plans toward improved instruction

and students’ learning.

Another form of reflective teaching practice that supported teaching effectiveness was

engaging in a PLC. Participants in this study mentioned that engaging in a PLC in collaboration

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with colleagues allowed teachers to analyze student work, interpret student data, and identify

patterns in students’ responses that demonstrated students’ strengths and weakness. Participants

discussed how in collaboration with colleagues they normed expectations, discussed best

instructional practices, and devised lesson plans to address students learning needs. They

perceived this form of practice to be a collective responsibility toward shared goals regarding

students’ learning.

In addition to reflecting on and discussing student learning outcomes in a PLC,

participants also sought expert peers to observe. Participants considered expert peers to be

colleagues who demonstrated best instructional practices based on their specific instructional

challenge. Participants took time during their preparation periods to observe expert peers and

reflect on ways to incorporate similar practices in their classroom. Participants viewed peer

observation as a way to reflect on their current teaching practices and develop new approaches to

effective teaching that enhances student learning.

Participants also mentioned the Danielson framework for teaching (2012) as a form of

reflective practice that supported their growth in teaching. The Danielson framework for

teaching (2012) was used as a rubric to guide participants’ instructional practices toward

improved teaching. The Danielson framework for teaching consists of four domains and 22

elements that demonstrate teaching responsibilities toward good teaching practice. Participants

used this framework during formal and informal observations to plan lessons and assess their

teaching practice. Participants used this rubric to identify the characteristics of a highly effective

teacher and make plans toward achieving that goal. For example, in this study, a participant

mentioned that one of her focuses this year will be reflecting on ways to communicate with

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parents, which is a performance indicator in the rubric; she mentioned that she presently

communicated with parents through e-mails and her class website.

Lastly, participants shared how they used action research methods to reflect on and

address instructional issues related to students’ learning. In this study, reflective teaching

practice prompted teachers to investigate research-based methods to implement in their

instruction toward students’ learning. Teachers discussed ways in which they used action

research to identify a problem, apply researched-based strategies, and progress monitor its

effectiveness based on students responses. One teacher mentioned that a key factor in

determining the effectiveness of an instructional strategy obtained from action research methods

is in its use. He explained that a research-based method had to be used with fidelity and

consistency; a teacher has to be open to feedback with regard to implementation.

The results of this study provided insight into the ways in which teachers make

instructional decisions as they reflect on their daily teaching practice. Participants described how

feedback from their students, instructional coaches or administrators, and peers enabled them to

identify interventions and strategies to improve their instruction. These strategies included

incorporating small group instruction, modifying instruction, scaffolding, and using resources

that promoted students’ learning. Participants also used reflective practice to either confirm an

instructional decision or seek alternative perspectives by visiting a colleague’s classroom and

observing best practices in teaching.

Discussion of the Results in Relation to the Literature

The focus of this study was on investigating how teachers engage in reflective teaching

practice and the related outcomes. Despite researchers’ claims on the importance of reflective

teaching practice, and potential benefits, there are still limited studies on how teachers use

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reflective teaching practice to improve on their instruction (Marcos, Sanchez, & Tillema, 2011;

Williams & Grudnoff, 2011). Therefore, this study contributes to educational research because

the results revealed how participants used reflective practice toward effective teaching.

Participants shared how they reflected in their classroom by assessing and monitoring their

instruction in response to their students’ performance. Participants reflected as they planned

their lessons by considering students’ background knowledge and readiness to learn a new skill.

Participants also reflected in the moment of teaching in an effort to address their students’

immediate learning needs. Moreover, participants reflected after the delivery of a lesson or at

the end of the school day. Reflective teaching practice enabled participants to assess their

teaching and students’ performance to determine next steps in instruction.

In addition to engaging in self-reflection, participants also reflected as part of

communities of practice. Participants in this study explained how engaging in a PLC facilitated

analysis of and discussion about student work and data. Dufour (2004) and Bradley (2015)

described PLCs as a systematic approach to having teachers work together in teams as they

engage in series of analytical practices in efforts to improve their classroom practices and student

learning. Participants in this study discussed how they used student data to norm expectations,

identify common trends, share best practices, and discuss next steps in instruction. In this study,

a PLC provided participants with the opportunity to work together on shared goals in efforts to

achieve better student learning outcomes.

Another significant aspect of reflective practice was participants’ intrinsic motivation to

become better at teaching. Knowles et al. (2014) described adult learners as problem solvers

whose motivation to learn is largely intrinsic. With regard to reflective practice, participants

perceived a connection between their teaching effectiveness and students’ increased learning.

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Through reflective practice, they were able to address problems that were directly related to their

classroom experiences. Through classroom observations and the analysis of students’ written

work, participants were able to make evidence-based decisions to select methods of instruction

that were conducive to learning. Participants also used an action research model for reflection by

identifying a learning issue, seeking out instructional methods, testing their effectiveness, and

monitoring student performance using the applied research. Johnson (2008) defined action

research as an inquiry process that engages teachers in “studying real school or class situations to

understand and improve the quality of actions and instruction” (p. 28). Teachers in this study

viewed action research as a way to test instructional theories in efforts to enhance student

learning.

Cognitive coaching also supported participants’ reflective practice. In this study, a

cognitive coaching model was used in support of teaching effectiveness to promote students’

learning. Costa and Garmston (2002) described cognitive coaching as a nonjudgmental approach

to reflective practice in which conversations between coaches and teachers support planning,

reflecting, and problem solving. Participants described using a cognitive coaching approach with

an instructional coach, dean, or administrator to identify strengths and weaknesses in the delivery

of their lesson. Through cognitive coaching, participants were able to discuss the outcomes of

their informal observations and devise a plan to improve. The Danielson framework for teaching

(2012) was also used as a tool during coaching sessions to facilitate conversations around good

teaching practices. During these coaching sessions, the teaching framework was used for

reflection and to establish a common language around instructional practices that support

teaching effectiveness.

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 Despite a lack of consensus regarding a definition for reflective teaching practice or how

to discern whether it is happening among teachers (Tannen, Hall, & Deaton, 2013), participants

in this study believed that reflective teaching practice involves thinking critically about students’

performance, and assessing and monitoring their teaching effectiveness. Edwards and Thomas

(2010) contended, “All human practices involve reflection; and the concern should be less about

whether it is happening, rather, within what particular context it is occurring and how it is

occurring” (p. 404). Participants in this study explained how they engaged in reflective practice

and perceived it as enabling them to self-assess and self-monitor their instruction, problem-solve,

foster growth in teaching, and promote student learning. Through reflective teaching, practice

participants were able to refine, modify, and adjust their teaching to promote student learning.

Participants used reflective teaching practice to test their assumptions in teaching by checking

for students’ understanding, appropriating instructional resources and tools, and incorporating

feedback from instructional coaches, administrators, and peers into their teaching practice.

Limitations

Semistructured interviews conducted in this phenomenological study were based mainly

on the responses of participants in view of their reflective teaching practice. This limited any

observable insight into how teachers interacted with their students or adjusted their instruction

toward teaching effectiveness and students’ learning. Another limitation was that reports in this

study mostly involved participants’ view of reflective practice as it related to their pedagogical

practices. This limited any additional insight about how teachers reflect on their classroom

experience as it relates to creating an environment of respect and rapport, establishing a culture

for learning, managing classroom procedures, managing student behavior, and organizing

physical space (Danielson, 2008).

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Implications of the Results for Practice, Policy, and Theory

Implications for practice. In this study, the participants perceived time constraints to

impede reflective practice. Participants mentioned lack of sufficient transition time and

overwhelming demands in teaching, such as staff meetings, as factors that challenged reflective

practice. According to Francis (2009), “Much of the day is already scheduled. There is very

limited leeway in altering a class schedule, so teachers must work very efficiently with the very

limited time that is flexible” (p. 3). Therefore, a teacher’s schedule that includes time for

reflection within and between classes can be beneficial in enabling teachers to make decisions

that facilitate students’ learning. Francis (2009) also suggested that teachers reflect on what and

how they are spending considerable time during an instructional period, for example, attending

to disruptions, taking attendance, and repeating directions. Through reflective practice, teachers

can self-monitor and self-assess the pacing of their lessons, and pay close attention to the amount

of time spent on attending to classroom procedures or routines. As a result of reflective practice,

teachers can identify the issue and then take steps to ensure that more time is spent on instruction

and routines that enhance students’ learning.

Another significant aspect of reflective teaching practice, according to participants,

suggested that a teacher’s mindset that is resistant to change can impede reflection. This could

be due to a teacher having preconceived notions about his or her teaching practice. According to

Knowles et al. (2014), because of their wide range of experiences, adult learners can be closed to

new ideas or alternative perspectives. For this reason, it is recommended that, “adult educators

try to discover ways to help adults examine their biases and open their minds to new approaches”

(p. 45). An approach to uncovering personal biases can be to facilitate professional learning that

engages teachers in reflection and the exploration of new approaches to teaching practices

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through videos, peer observation, and research studies that support better student learning

outcomes. According to Kelly, a participant in this study, she constantly reminds herself that

there are other ways that work to benefit her students and it’s always good to consider new ideas.

Therefore, as teachers reflect on current practices, and are exposed to new ideas, the possibility

exists that they can develop new perspectives that lead to improved student learning. To

summarize this theme, another participant concluded, “Everything in life is evolutionary, and

being open-minded can help to improve one’s teaching practice.”

Finally, incorporating reflective teaching practice in job-embedded professional

development can support continuous learning. According to Croft, Coggshall, Dolan, and

Powers (2010), “Job-embedded professional development (JEPD) refers to teacher learning that

is grounded in day-to-day teaching practice and is designed to enhance teachers’ content-specific

instructional practices with the intent of improving student learning” (p. 2). Participants in this

study affirmed that engaging in JEPD, for example through PLCs, supported their reflective

practice and led to their analyzing student work and discussing interventions, modifications,

resources, and effective lesson planning among themselves. According to Bradley (2015),

“When teachers engage in job-embedded professional development, they learn what practices

increase student achievement” (p. 3). Therefore, incorporating reflective practice in teachers’

job-embedded learning can enable them to assess their instruction, based on students’

performance, and develop plans that lead to student achievement. In addition, reflective teaching

practice can support personalized learning as teachers engage in JEPD. Job-embedded

professional development can support teachers’ reflection as they seek and receive feedback

from an instructional coach, administrator, or expert peer. Offering teachers personalized job-

embedded support through coaching can enable them to reflect on direct classroom challenges

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that affect their instructional practice and students’ learning. This approach can lead to teachers’

setting achievable instructional goals and leveraging resources to increase teaching effectiveness.

Implications for policy. The Every Student Succeeds Act (ESSA, 2015) requires states

to consider their accountability systems for all charter and public schools in response to students’

academic achievement. Although states can choose both a long-term goal, and smaller, interim

goals, these goals must address proficiency rates on tests, English-language proficiency rates,

and graduation rates. In other words, schools will have to set an expectation that all groups that

are furthest behind, close gaps in achievement, and graduation rates (Editorial Projects in

Education Research Center, 2016). Therefore, teachers will need to use reflective practice to

understand what students need to know and be able to do in order to reach proficiency. Through

reflective practice, teachers can address whole-school reform efforts by reflecting on their

students’ academic data and devise a plan to ensure students are meeting required state standards.

Teachers can use reflective practice to progress monitor students’ learning in order to apply

instructional strategies and resources most effectively. As a result, teachers will be able address

any disparities between content requirements and their instructional practices to meet intended

goals.

The NYC Department of Education has instituted a new teacher-evaluation policy that

will take effect in the 2017–2018 academic school year. In this new evaluation policy, teachers

are expected to provide evidence of students’ work to determine the effectiveness of their

teaching practice (UFT, 2016). For this reason, it will be important for teachers to reflect on

both their teaching and student performance. While collecting and documenting evidence of

students’ work, teachers can reflect on best instructional practices conducive to student learning.

Reflective practice can be instrumental as teachers assess their students’ performance and plan

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interventions and resources that meet their students’ learning needs. Furthermore, through

reflective practice, teachers will be able to self-assess and self-monitor their own level of

competency based on students’ learning, to determine their next steps in teacher growth.

Through reflective practice, teachers will be able to analyze their teaching and students’ learning

using formative and summative assessments. According to Hall and Simeral (2015), “Every

planned task in the classroom is considered an assessment of students and provides the teacher

with continuous information that will direct his or her next steps” (p. 130). Therefore, during the

evaluation process, along with students’ work, teachers can be asked to provide evidence of a

professional growth plan that showcases their professional learning goals, based on student data,

a timeline for implementation, and next steps to ensure teachers’ continuous learning. Providing

a professional growth plan can reinforce teachers’ perception of their growth as it enhances to

students’ learning.

Implications for theory. This study shows that reflective practice facilitates problem

solving in teaching. Researchers who study reflective practice suggest that through problem

solving teachers are able to make meaning from their classroom experiences (Dewey; 1933;

York-Barr et al., 2006; Ghaye, 2011; Cornish & Jenkins, 2012). Likewise, participants in this

study reportedly problem-solved by examining their teaching, and assessing their students’

learning. As a result, they implemented interventions, tested instructional strategies, and applied

resources in response to their students’ learning needs. Moreover, participants used reflective

practice to problem-solve during coaching sessions or in a PLC with their colleagues. This

strategy led to their leveraging ideas and resources; developing plans; and implementing

instructional strategies intended to improve students’ learning. These analytical procedures

conducted through reflective practice show that teachers problem-solve by taking inventory of

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their classroom situations and use diverse methods to improve teaching and better student

learning outcomes.

Another theoretical implication is that reflective practice promotes self-directed learning

that enhances teaching. According to Knowles et al. (2014), “When adults undertake to learn

something on their own, they will invest considerable energy in probing into the benefits they

will gain from learning it” (p. 43). With respect to reflective practice, participants in this study

applied self-directed learning to address the outcomes of their students’ academic performance.

Self-directed learning led them to explore diverse methods of instruction, based on their students’

learning needs. Through reflective teaching practice, participants checked their students’

understanding and assessed their own instructional practices. As a result, participants used self-

directed learning to plan, implement, and modify instruction; conduct formative assessments;

and appropriate resources to enhance students’ learning. Participants also used self-directed

learning to seek new ideas from expert peers on ways to address their specific instructional

challenges. In this regard, reflective teaching practice has the potential to promote self-directed

learning as teachers seek opportunities to improve their instructional practice.

Furthermore, in terms of teacher growth, reflective teaching practice can foster a

commitment toward continuous learning. In this study, participants were intrinsically motivated

to reflect and improve on their instruction based on their students’ learning needs. According to

Knowles et al. (2014), “Adults are motivated to learn to the extent that they perceive that

learning will help them improve perform tasks or deal with problems they confront in their life

situations” (p. 46). In this regard, a teacher’s focus on a class or school-wide issue can foster

reflection and a commitment to continuous learning. As teachers reflect on a related issue, they

can be motivated to learn about instructional practices, resources, and technologies that support

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their students’ learning needs. Such elements can include how to develop standards-based lesson

plans and assessments, differentiate instruction, and ways to progress-monitor students’ learning.

The use of reflective practice in meaningful ways can facilitate continuous learning. Participants

in this study used reflective practice as a support to continuous learning by monitoring and

assessing their instructional practices, analyzing student data or written responses; considering

students’ readiness in learning new skills; adjusting their teaching based on student observations;

appropriating instructional strategies and resources; seeking out feedback and ideas; progress

monitoring, and developing action plans toward effective teaching. Participants mentioned

teacher and student growth as benefits of reflective practice and considered it a professional

responsibility of teachers who wanted to improve teaching effectiveness.

Recommendations for Further Research

For this study, semistructured interviews were conducted to gain the perspective of

teachers engaging in reflective teaching practice. However, it is recommended that for further

research, a pre-observation conference, a teaching observation, and a post-observation

conference to be included in a future research study. Doing so can help to provide additional

insight into how teachers reflect on instruction before teaching, during a lesson, and after they

teach. Through a pre-observation interview, the researcher may discover how a participant

incorporates reflective practice in planning and preparing for lessons. For instance, participants

in this study explained that before teaching a new skill, they considered students’ readiness level

by anticipating students’ struggles and implementing instructional strategies to scaffold concepts

in learning. Therefore, a researcher may discover how teachers develop lesson plans that

consider what students know, need to know, and ways in which they will assess what students

learned. During the delivery of the lesson, the researcher can view the way in which a teacher

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presents a lesson, establishes rapport with students, manages student behaviors, conducts

formative assessments, manages classroom procedures, responds to student learning needs, and

documents progress. A post-observation discussion can provide an opportunity to gain the

perspective of teachers regarding the outcomes of the lesson. The researcher can ask probing

questions that elicit responses on how successful the students were, and in what ways they met or

did not meet learning expectations. Teachers can reflect on and discuss what went well, provide

evidence of students’ work, and share next steps in instruction.

Another recommendation would be to observe teachers’ engagement in a PLC. Through

interviews, participants in this study shared how reflective practice in a PLC enabled them to

analyze students’ work, norm expectations, and share best instructional practices to meet their

students’ learning needs. According to Knowles et al. (2014), “Adult learners thrive in

experiential learning environments that foster group discussions, problem-solving activities,

simulation exercises, case studies, and so forth” (p. 45). Therefore, through a PLC observation, a

researcher may discern ways in which teachers work in collaboration and use reflective teaching

practice to set norms, analyze students’ work, interpret student data, and leverage resources.

Moreover, a researcher may observe how teachers capitalize on each other’s strengths and

provide feedback that stimulates reflection on next steps in instruction. After the PLC

observation, the researcher can conduct a focus group with participants to gain their perspectives

on the session. The PLC session can be videotaped and presented so that teachers can reflect on

their discussion and share what they learned about the effects of their teaching practice on

students’ performance. A videotaped session may also provide teachers with insight on the

strengths of their discussion and ways to further enhance the PLC experience to ensure better

student-learning outcomes.

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Conclusion

The purpose of conducting this phenomenological study was to examine the lived

experiences of participants who engage in reflective practice to promote teaching effectiveness

and students’ learning. Constructivist and transformative learning theories were used to explore

how teachers reflect, learn, and improve on their teaching practice. Patterns in participants’

responses reveal that participants reflect in response to their students’ learning needs. Reflective

practice prompted participants to problem-solve, elicit feedback, seek new ideas, and make

decisions to facilitate student learning. Despite reported challenges, participants perceived that

reflective practice fostered teacher growth and promoted student learning. Therefore, this

research has shown reflective teaching practice has the potential to enable teachers to improve

their skills while adapting to the ever-changing demands of the teaching profession.

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APPENDICES

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 APPENDIX A: Demographic Data/ Interview Protocol

Demographic Data for Interviews:

• Name of Participant
• Gender
• Race/Ethnicity
• Number of Years Teaching
• Grade Level/Subject Currently Teaching

Interview Protocol and Guiding Interview Questions:

Interview Protocol

Name of Interviewer:
Name or Pseudonym of Interviewee:
Time and Length of Interview:
Date and Location of Interview:

Research Question 1: How do elementary school teachers define reflective teaching?

• As a teacher, how would you describe a reflective teacher? How you would you
define reflective teaching?

Research Question 2: In what ways do teachers reflect on their teaching?

• What causes you to reflect on your teaching? When do you reflect on your teaching?

• Tell me about a time when you reflected during the course of your teaching. What
teaching strategies did you use to ensure students’ learning?

• Tell me about a time when you reflected after a lesson. How did you seek guidance
from a coach or mentor to improve your teaching? What were some outcomes, e.g.,
what next steps did you take to modify, adjust, or refine your teaching?

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Research Question 3: What value, if any, do elementary school teachers place on reflective
teaching practice?

• What do you see as benefits of reflecting on your teaching?

• What are some challenges or what might impede your ability to reflect on your
teaching?

Research Question 4: What forms of reflection do teachers use? How do teachers report that
reflection informs their teaching? Now I am going to ask about the forms of reflective practice
that inform your teaching.

• For example, teaching frameworks are used to measure teaching effectiveness or set
goals to improve teaching effectiveness. Do you use teaching frameworks to evaluate
your teaching? In what way do you use them to set goals to improve your teaching
effectiveness (e.g. Danielson Framework for Teaching/Marzano)?

• Action research allows teachers to view themselves as researchers as they use

research-based problem-solving techniques in their teaching practice. So, do you use
action research to strengthen your teaching? In what ways do you apply this
technique to improve on your teaching practice? How do you evaluate its
effectiveness?

• Cognitive coaching is designed to facilitate conversations between coaches and

teachers about planning, reflecting on their teaching, and problem solving. Do you
participate in any cognitive coaching with an administrator or an instructional coach?
If so, tell me the focus of your coaching experience and whether it supported your
reflection in teaching.

• Have you participated in peer observations? Tell me your experience with observing
a colleague’s classroom. What prompted you to visit the teacher’s classroom? What
was the focus of your observation? How did this observation help you reflect on your
teaching?

• A professional learning community (PLC) is described as a community of practice in

which teachers reflect on, and analyze, student work. Teachers participate in
collaborative inquiry and discuss teaching methods that support students’ learning.
Do you participate in a PLC? If so, tell me how you got involved in your PLC. What
was the focus/topic? Does this method help to support your reflection in teaching? If
so, what makes it work so well for you? If not, what do you see as challenges?

• Do you have any questions? Would you like to provide any additional insight
regarding your experiences with reflective teaching practice?

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 APPENDIX B: Consent Form

Research Study Title: Reflective Teaching Practice

Principle Investigator: Abimbola Disu
Research Institution: Concordia University–Portland
Faculty Advisor: Barbara Weschke

Purpose and what you will be doing:

The purpose of this research study is to discover K–5 teachers’ experiences using reflective
teaching practices in their work. Teachers will be selected upon a principal’s recommendation
and approval. Teachers will be offered reflective teaching practice techniques and strategies in
support of their work. Enrollment will begin on September 8, 2016 and end on September 15,
2016. The study is scheduled to last from September 22, 2016- November 22, 2016.

To be in the study, you will be asked to:

• Read and sign a consent form for participation in the research study.
• Return the completed consent form in an attached stamped self-addressed
envelope.
• Complete a demographic survey that discloses information such as their names,
age, gender, years of teaching experience, and the subject and grade they
currently teach.
• Participate in one introductory meeting of 15-20 minutes, two recorded
interviews of approximately 50 minutes each, and one possible follow-up
meeting of approximately 15-20 minutes.
• Be available for follow-up questions and “member checking” to review
interpretations and conclusions about the research study.

Risks:
There are no risks to participating in this study other than providing your information. However,
we will protect your information. Any personal information you provide will be coded so it
cannot be linked to you or your school. Any name or identifying information you give will be
kept securely via electronic passcode or locked inside a file cabinet in my office. The study will
use a passcode protected computer and recoding software. Regarding the recording of an
interview, the interview will be transcribed while striking any personal identifying information
from the transcript. As soon as the transcript can be validated as correct, the recording will be
deleted so this recording cannot be used to identify you. When the data is reviewed and analyzed,
none of the data will contain your name or identifying information. You will not be identified in
any publication or report. Your information will be kept private at all times and then all study
documents will be destroyed 3 years after we conclude this study.

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Benefits:
Information you provide could offer insight to the greater educational community on ways to
embed reflective teaching practice in professional development training. It could also provide
you a voice in sharing ways to use reflective teaching practices that may lead to improved
student learning outcomes.
Confidentiality:
This information will not be distributed to any other agency and will be kept private and
confidential. The only exception to this is if you tell us about abuse or neglect that makes us
seriously concerned for your immediate health and safety.
Right to Withdraw:
Your participation is greatly appreciated, but we acknowledge that the questions we are asking
are personal in nature. You are free at any point to choose not to engage with or stop the study.
You may skip any questions you do not wish to answer. This study is not required and there is no
penalty for not participating.
Contact Information:
You will receive a copy of this consent form. If you have questions you can talk to or write the
principle investigator, Abimbola Disu at email [email protected]. If you want to talk with a
participant advocate other than the investigator, you can write or call the director of our
institutional review board, Dr. OraLee Branch at email [email protected] or call 503-
493-6390.

Your Statement of Consent:

I have read the above information. I asked questions if I had them, and my questions were
answered. I volunteer my consent for this study.

________________________________ __________________________
Participant Name Date

________________________________ __________________________
Participant Signature Date

________________________________ __________________________
Investigator Name Date

________________________________ ___________________________
Investigator Signature Date
Abimbola Disu, email [email protected]
Faculty Advisor: Dr. Barbara Weschke, email [email protected]
Concordia University–Portland
2811 NE Holman Street, Portland, OR 97211

108
 APPENDIX C: Confidentiality Agreement

Transcriptionist

I, ______________________________ transcriptionist, agree to maintain full confidentiality in

regard to any and all audiotapes and documentations received from (researcher’s name) related
to his/her research study on the researcher study titled (name of research study). Furthermore, I
agree:

1. To hold in strictest confidence the identification of any individual that may be inadvertently
revealed during the transcription of audio-taped interviews, or in any associated documents.

2. To not make copies of any audiotapes or computerized titles of the transcribed interviews
texts, unless specifically requested to do so by the researcher, (name of researcher).

3. To store all study-related audiotapes and materials in a safe, secure location as long as they are
in my possession.

4. To return all audiotapes and study-related materials to (researcher’s name) in a complete and
timely manner.

5. To delete all electronic files containing study-related documents from my computer hard drive
and any back-up devices.

I am aware that I can be held legally responsible for any breach of this confidentiality agreement,
and for any harm incurred by individuals if I disclose identifiable information contained in the
audiotapes and/or files to which I will have access.

Transcriber’s name (printed) __________________________________________________

Transcriber's signature __________________________________________________

Date ___________________________________________________

Researcher’s name (printed) __________________________________________________

Researcher's signature __________________________________________________

Date ___________________________________________________

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 APPENDIX D: Statement of Original Work

I attest that:
1. I have read, understood, and complied with all aspects of the Concordia University
Portland Academic Integrity Policy during the development and writing of this
dissertation.
2. Where information and/or materials from outside sources has been used in the
production of this dissertation, all information and/or materials from outside sources has
been properly referenced and all permissions required for use of the information and/or
materials have been obtained, in accordance with research standards outlined in the
Publication Manual of The American Psychological Association.

Digital Signature

Abimbola Disu
Name

Date

110