Date of Award:

5-2011

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Curriculum and Instruction

Committee Chair(s)

Michael K. Freeman

Committee

Michael K. Freeman

Committee

Kaybeth Camperell

Committee

Barry L. Franklin

Committee

Steven Laing

Committee

Steven Camicia

Abstract

This qualitative study aimed at exploring and explaining the practices and processes of teacher reflection among a group of professional secondary-level religious educators in the Church Educational System of The Church of Jesus Christ of Latter-day Saints, as well as seeking to understand the perceived impact of those reflective practices on the professional development of these teachers. The researcher described, analyzed, and interpreted the data to develop a mid-range grounded theory for explaining the process of teacher reflection in a way that could lead to the improvement of teacher reflection among these teachers as an integrated function of professional development. This study found that the institutional operational tools for reflection provided means for professional religious educators to engage in various kinds of reflection, but that the relationship between the various levels of reflection and the way these functioned in their professional development was not well understood or utilized by these teachers. This study concluded by offering an integrated model of teacher reflection that can help teachers and supervisors understand the process of reflection as an integral part of the teacher's professional development.

Checksum

041076e552d9149de121c2cc583f8fd5

Comments

This work made publicly available electronically on May 11, 2011.

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