A Novice Teacher's Development of Reflection and Adaptive Expertise: A Study of Reflection-in-Action

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

This case study investigated the reflective stance and development of adaptive expertise in the literacy instruction of a novice kindergarten teacher. Data from interviews and classroom observations were analyzed, including a fine-grained analysis of the teacher’s instructional adaptations in guided reading groups. Findings showed that the teacher reflected more deeply on management adaptations than on instructional adaptations. In addition, although she made more adaptations to instruction in the moment than adjustments between lessons, she had difficulty articulating her reasoning for those moment-to-moment adaptations. Finally, the participant expressed hesitancy to use her judgments to make instructional adjustments between lessons and privileged more formalized testing over her observational data

Authors

• Jennifer Reichenberg, University at Buffalo - SUNY

• Mary B. McVee, University at Buffalo - SUNY