Examining the Characteristics of Obstacles, Hurdles, and Adaptability Through the Portfolio Reflections of Experienced Teachers

• In Event: Reflective Practice

Abstract

The study investigated prompted reflections contained in the portfolios of 96 practicing teachers enrolled in an advanced master’s degree program from 2010 – 2012 to determine obstacles and hurdles the teachers encountered in implementing new knowledge and research in their classrooms. Seven principle themes emerged identifying the key obstacles to change reported by the teachers. Teachers respond to technical, school-based, and cultural obstacles in multiple ways, among them: they can overcome obstacles and move forward; be temporarily halted, but ultimately find ways to circumvent an obstacle; or be stopped by an obstacle. Findings highlight the complex interaction of factors that shape teachers’ response to professional development and have implications for teacher education programs, schools, and individual teachers.

Authors

• Rebecca K. Fox, George Mason University

• Charles Stephen White, George Mason University

• Holly Klee, George Mason University

• Sydney A. Merz, George Mason University

• Jie Tian, Donghua University