Reflective Revelations: Investigating Self-Reflection Practices Among Novice, Experienced, and Expert IRW (Integrated Reading and Writing) Instructors

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Supporting Language and Literacy Across Multiple Disciplines (Table 10)

Abstract

This qualitative multi-case study explored how novice, experienced, and expert integrated reading and writing (IRW) instructors engaged in self-reflection. Grounded in literature emphasizing reflection as vital for instructors in aligning intent with outcomes. The research questions are, for novice, experienced, and expert IRW teachers who engage in self-reflection: How do participants perceive self-reflection?; Why do participants engage in self-reflection?; How do participants experience the development of their self-reflection?; How do participants’ self-reflective practices differ as related to their level of expertise? Data sources included surveys and focus groups, with analysis revealing insights into instructors’ processes. Findings highlighted the importance of self-reflection as a pivotal process for refining teaching approaches, student-centered environments, continuous professional growth, and teacher effectiveness in postsecondary education.

Author

• Allie E. Crawford, Texas State University