The Role of Reflection in Early Childhood Professionals' Development as Teacher Researchers

• In Event: 49.074 - Teacher Learning Through Reflection: Strategies and Capacity

Abstract

This study investigates students’ learning processes through the lens of their reflective writing. I explore the reflective writing of 14 graduate early childhood education students written during a teacher research project. Findings indicate that five themes emerged from the analysis: 1) increased confidence after initial apprehension; 2) the formalizing of existing practices; 3) the value of applied learning in professional development; 4) the need for evidence to support practice; and 5) the importance of reflection in future practice. A clearer picture of the connection between reflection and learning to implement teacher research can inform and support teacher education practices.

Author

• Leah Schoenberg Muccio, University of Hawaii at Manoa