Understanding Resistance to Protocol-Based Reflective Practice

• In Event: Reflective Practice

Abstract

Situated in research regarding reflective practice, Critical Friends Groups (CFGs), and protocols, this inquiry explores why some teachers resist using protocols as tools for reflection. Analysis of imbedded conceptual metaphor in the 20 participants' reflective writing reveals that teachers draw on many source concepts to make meaning of protocols. Metaphors include protocols as tools, as machines, as matches, and as barriers. Resistance to protocols is not associated with grade level or subject taught, but resisters tended to conceptualize protocols as barriers.
Implications for teacher educators, professional developers, and campus leaders are discussed.

Author

• Donna J. Reid, University of Houston