Date of Award

9-2016

Rights

© 2016 Nena Cunningham

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Michelle Collay

Second Advisor

Carol Burbank

Third Advisor

Beth Hatcher

Abstract

Self-reflection in early childhood education is one reform effort that has taken hold in the education community. This study shares some of the findings of a qualitative study that explored how five teachers identified and implemented strategies of self-reflection, and how these strategies informed their practice. The purpose of this study was to better understand self-reflection and how it influences interactions with families. The theoretical framework originates in the works of Touchpoints® and Bandura, and applies a theoretical framework to give voice to the teachers within the context of their community action program. Four themes were culled from the data and categorized within three methods. These themes highlighted how the teachers internalized and practiced self-reflection in this program. The findings suggest that these teachers had a sophisticated understanding of self-reflection and learned to reflect through various opportunities, and in different contexts. This study has implications for the ways in which teachers learn about self-reflection, practice strategies while interacting with families, and is insightful for teacher to become reflective practitioners.

Comments

Ed.D. Dissertation

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