Reflection as Teachers: Our Critical Developments

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Change Is Constant: On the Dynamic Nature of Teaching and Our Shifting Identities (Table 7)

Abstract

This study utilized Self-Study of Practice methodology (Pinnegar & Hamilton, 2009) to examine stories of our teacher development to explore the role of reflection in helping us grapple with challenging experiences in our teaching. Through emergent coding and collaborative analysis, we examine how reflection critically impacts the trajectory of practicing teachers. Our stories and subsequent discussion reveal recurring themes that suggest practices, attitudes, and skills reflective teachers implement to improve their understanding of the teacher-self and influence positive student outcomes.

Authors

• Chelsea Cole, Texas A&M University
  Presenting Author

• Rylee Carling
  Presenting Author

• Elizabeth Bowers Hinchcliff, Pennsylvania State University
  Presenting Author