Date of Award
Doctor of Education (EdD)
School of Teaching and Learning
This qualitative study aimed to understand how student teachers reflected on their teaching practice during their student teaching semester and their perceptions on using reflection as a tool to develop their teaching practices. One hundred and twenty-four written and oral reflections by fifteen student teachers were analyzed to categorize their reflections. In addition, semi-structured interviews were conducted with four participants to gain an in-depth understanding of their perceptions on reflection. The findings showed that student teachers’ reflections addressed five main themes (instruction, management, relationships, learning experiences, and characteristics of effective teachers), spanned four types (summary, descriptive, comparative, and transformative), and that student teachers structured their written and oral reflection in various ways, including (multiple types and multiple themes, one type with multiple themes, multiple types with one theme, and one type and one theme). Student teachers’ perceptions on reflection focused on process and outcome. It is important to note that even though student teachers reflect in different themes, types, or structures, they see reflective thinking assignments as a useful tool to help them develop their teaching practices. Reflection on their own practice helped student teachers look back to see if there was any problem happened so that they could connect to their knowledge and take action to develop their teaching practices. The study has important implications for teacher educators, teacher preparation programs, cooperating teachers, and student teachers. Teacher educators can encourage student teachers to recognize that reflective thinking is a common process for learning from their own experiences. The knowledge of themes, types, structures, and perceptions of reflection can be used to inform how teacher educators should assign reflection assignments for student teachers. Future research can be done on various factors such as types of reflection assignments, duration of time to collect the data, groups of participants, or the use of contemplative practices to help student teachers focus more on their reflective practices.
Muangthong, Thunsinee, "Becoming a Reflective Practitioner: an Analysis of Student Teacher Reflection" (2023). Theses and Dissertations. 1693.