Teacher reflection on "bumpy moments" during teaching: A self-study

Persistent Link:
http://hdl.handle.net/10150/278491
Title:
Teacher reflection on "bumpy moments" during teaching: A self-study
Author:
Romano, Molly Elizabeth
Issue Date:
1995
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study was an attempt to describe reflection in more detail than in the past, and it provides insight into how we might capture the details of this unseen reflection. I conducted a self-study of the "bumpy moments" in my teaching to address the following questions: (1) What do teachers think about when making a decision during a "bumpy moment"?; and (2) How does the teacher resolve the difficult task of making important decisions spontaneously? To arrive at answers to these questions, I tape recorded the on-going classroom events, and transcribed these moments into story form. Through an analysis of the many "bumpy moments" in my teaching, several important findings emerged about the nature of reflection and how reflection actually occurs in the classroom context. Results of this study have implications for future research, teacher education, and the practice of teaching.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Teacher Training.; Education, Curriculum and Instruction.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Teaching and teacher education
Degree Grantor:
University of Arizona
Advisor:
Carter, Kathy

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTeacher reflection on "bumpy moments" during teaching: A self-studyen_US
dc.creatorRomano, Molly Elizabethen_US
dc.contributor.authorRomano, Molly Elizabethen_US
dc.date.issued1995en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study was an attempt to describe reflection in more detail than in the past, and it provides insight into how we might capture the details of this unseen reflection. I conducted a self-study of the "bumpy moments" in my teaching to address the following questions: (1) What do teachers think about when making a decision during a "bumpy moment"?; and (2) How does the teacher resolve the difficult task of making important decisions spontaneously? To arrive at answers to these questions, I tape recorded the on-going classroom events, and transcribed these moments into story form. Through an analysis of the many "bumpy moments" in my teaching, several important findings emerged about the nature of reflection and how reflection actually occurs in the classroom context. Results of this study have implications for future research, teacher education, and the practice of teaching.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Teacher Training.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and teacher educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorCarter, Kathyen_US
dc.identifier.proquest1362226en_US
dc.identifier.bibrecord.b33316247en_US
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