Abstract
Teaching involves making constant choices and orchestrating interventions that impact purposeful teaching and learning. Finding time to collect information and develop solutions for a teaching challenge can be problematic. Teachers may feel pressure to shift instructional practices without incorporating purposeful reflection. We developed a reflection framework and tested it in a middle grades classroom over a two-week period, and employed practitioner research to investigate the potential of allowing for deep reflection within the middle school structure. We investigated how the framework impacted the teacher’s ability to reflect and adjust based on student learning in the classroom. We conclude that sophisticated reflection in a social context is crucial to making conscious instructional modifications.
DOI
https://doi.org/10.5038/2379-9951.3.2.1081
Recommended Citation
Moss, Diana L.; Bertolone-Smith, Claudia; and Lamberg, Teruni d.
(2018)
"A Framework for Reflective Practice,"
Journal of Practitioner Research: Vol. 3
:
Iss.
2
, Article 6.
https://doi.org/10.5038/2379-9951.3.2.1081
Available at: https://digitalcommons.usf.edu/jpr/vol3/iss2/6
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons
