Immediate Oral Reflection as a Methodology to Explore Novice and Veteran Teachers' Adaptive Expertise Development

• In Event: Marriott Roundtable Session 29
  In Roundtable Session: Capitalizing on the Advantages of Combining Methods to Enhance Educational Research

Abstract

To continue providing equitable education for all students, particularly in public institutions, our research methodologies must evolve. This paper synthesizes work on reflection, teacher development, and adaptive expertise to provide examples of immediate oral reflections in practice. Analysis reveals the methodological usefulness of these innovative reflections in evaluating novice teachers’ developmental shifts and decision-making. Findings inform educational researchers about contemporary reflection technologies as well as pre-and in-service teacher education programs with recommendations for improving enrichment through reflection and accommodating students.

Author

• Chelsea Walter, Colorado College