Reflective teaching via a problem exploration–teaching adaptations–resolution cycle: A mixed methods study of preservice teachers’ reflective notes

H. Emily HAYDEN, Ming Ming CHIU

Research output: Contribution to journalArticles

15 Citations (Scopus)

Abstract

We explore development of elementary preservice teachers’ reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem resolution. In this sequential mixed methods design, exploratory qualitative analysis revealed co-occurrence of problem exploration, instructional adaptation, and problem resolution. Confirmatory quantitative analysis found significant relationships: preservice teachers who engaged in more problem exploration or description of instructional adaptations reported more problem resolutions the following week. Results support mixed method, longitudinal analyses to analyze preservice teachers’ written reflections, and use of written reflections with responsive feedback to develop preservice teachers’ agency for problem solving. Copyright © 2013 The Author(s).
Original languageEnglish
Pages (from-to)133-153
JournalJournal of Mixed Methods Research
Volume9
Issue number2
Early online dateNov 2013
DOIs
Publication statusPublished - 2015

Citation

Hayden, H. E., & Chiu, M. M. (2015). Reflective teaching via a problem exploration–teaching adaptations–resolution cycle: A mixed methods study of preservice teachers’ reflective notes. Journal of Mixed Methods Research, 9(2), 133-153.

Keywords

  • Mixed methods
  • Reflective practices
  • Teacher preparation
  • Reading instruction

Fingerprint Dive into the research topics of 'Reflective teaching via a problem exploration–teaching adaptations–resolution cycle: A mixed methods study of preservice teachers’ reflective notes'. Together they form a unique fingerprint.