Recognizing the Potential Power of Teachers' Self-Reflections in Improving Instructional Practice, Equity, and Intrinsic Motivation

• In Event: In the Long Run: Long-Term Studies of Teacher Learning

Abstract

Self-reflection is a vital skill for teachers hoping to be transformational practitioners. Rogers (2002) identified four criteria that characterize reflection. This paper examines the different themes identifiable in teachers’ self-reflective essays in order to determine whether the annual practice of self-reflection leads to the actualization of a more dynamic sense of intrinsic motivation. This longitudinal qualitative study analyzes self-reflections written by twelve teachers over a ten-year period and is based in the socio-contextual construct of Self-Determination Theory to determine if self-reflection enhances intrinsic motivation. This paper finds that while teachers start with minimal motivation to reflect, as they continue the practice, their sense of autonomy, competency, and relatedness grows, resulting in increased intrinsic motivation.

Authors

• David Exley, Jesuit High School

• Christopher Charles Smart, Jesuit High School

• Carol Wyatt, Jesuit High School