Examining a Framework for Guiding Teacher Reflections

• In Event: Roundtable Session 95
  In Roundtable Session: Narrative Inquiry, Self-Efficacy, and Learning From Experienced Teachers

Abstract

This multiple case study examined four elementary teachers use of a reflection framework for analyzing video of their science teaching practice. Open coding was used to analyze the data. Cross-case comparison was used to compare each participant’s case and identify similarities and differences. The reflection framework supported participants in developing more detailed explanations of their science teaching practice. Two reflection framework prompts participants had issues addressing related to a) identifying science standards related to an issue of practice and b) addressing contradictions between their beliefs and teaching practice. Findings illustrate the need for frameworks to scaffold teachers’ reflective practice.

Author

• Cynthia C. Minchew Deaton, Clemson University