Examining teacher thinking through reflective journals: An educator's professional journey

Persistent Link:
http://hdl.handle.net/10150/282261
Title:
Examining teacher thinking through reflective journals: An educator's professional journey
Author:
Emert, Stacie Cook, 1962-
Issue Date:
1996
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:
In this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues, and questions which I wrote about. A second analysis examined how I used my journals to think and reflect. A third component explored how I reflected on my beliefs and practices. The fourth area identified what supported and interfered with my thinking and reflecting. Through this study I examined my learning process and the ways that I use journals to support my thinking and professional development. My findings inform other teachers to consider reflective practice and supports the use of narrative for research. This study provides implications for teacher educators and professional developers to consider participants' prior knowledge and current beliefs when implementing professional programs. Participants need to be recognized as part of the process when involved in professional development.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Education, Administration.; Education, Elementary.; Education, Curriculum and Instruction.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Short, Kathy G.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleExamining teacher thinking through reflective journals: An educator's professional journeyen_US
dc.creatorEmert, Stacie Cook, 1962-en_US
dc.contributor.authorEmert, Stacie Cook, 1962-en_US
dc.date.issued1996en_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.abstractIn this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues, and questions which I wrote about. A second analysis examined how I used my journals to think and reflect. A third component explored how I reflected on my beliefs and practices. The fourth area identified what supported and interfered with my thinking and reflecting. Through this study I examined my learning process and the ways that I use journals to support my thinking and professional development. My findings inform other teachers to consider reflective practice and supports the use of narrative for research. This study provides implications for teacher educators and professional developers to consider participants' prior knowledge and current beliefs when implementing professional programs. Participants need to be recognized as part of the process when involved in professional development.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Administration.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorShort, Kathy G.en_US
dc.identifier.proquest9720669en_US
dc.identifier.bibrecord.b34580293en_US
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