Investigating the Development of Teachers' Attitudes and Actions for Change: Programmatic Research Through Reflections

• In Event: Using Reflection as a Tool for Instructional Improvement: From Postsecondary to the Classroom

Abstract

This study shares results from 15 years of research investigating the development of teachers’ attitudes and actions for change through teacher reflections and portfolios during master’s degree coursework. Twenty-one studies reveal systematic research that has served to advance one program’s deeper understanding of how teacher reflection and program portfolios serve as a space for teachers’ engagement in their growth as professionals with attitudes, advocacy, and actions toward social justice. Results inform programmatic update and provide faculty with evidence upon which to enact change in the program’s offerings while enabling them to consider the efficacy of their work as teacher educators and the program’s impact on its participants. This research offers important insight into scholarship in the field of teacher reflection.

Authors

• Rebecca K. Fox, George Mason University

• Stephanie M Stehle, George Mason University