Date of Award
2008
Degree Type
Dissertation
First Advisor
David Byrd
Abstract
This study examines how teachers with initial status licensing utilize reflective practice in relation to previous classroom experiences. The research on teacher development has shown that although there are many examples to help first year teachers through established mentoring programs there is a lack of support for teachers as they enter the second and third year of initial status licensure. Using grounded theory methodology this study examined the goals of mentoring programs in relation to teachers who have a foundation of previous experience with students and the curriculum they teach. A one year investigation of five public high school teachers examined reflective practice, collaboration and inquiry in their classroom. The results of this study indicated that with the addition of classroom experience the participants were able to reflect on their own practice which resulted in the ability to focus specific areas of the curriculum students found difficult or confusing. These instructional and curriculum adjustments were based on the action of reflecting on previous classroom experiences that was lacking during the participant's first year in the classroom. This study demonstrates that mentoring programs in the second and third year result in the opportunity to work in an environment where shared experiences, collaboration, and reflection could provide initial status teachers more opportunities to improve their own practices as new professionals.
Recommended Citation
Kelley, Andrew Peter, "Beyond reflection of job performance: An investigation of how initial status teachers reflect on practice to address the educational needs of their students" (2008). Open Access Dissertations. Paper 2262.
https://digitalcommons.uri.edu/oa_diss/2262
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