Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice

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The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical practice. Three research questions guided this study. How do teachers make sense of observational data during a post observation reflective ... continued below

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Norris, Karen S. August 2009.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 1718 times , with 28 in the last month . More information about this dissertation can be viewed below.

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  • Norris, Karen S.

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Description

The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical practice. Three research questions guided this study. How do teachers make sense of observational data during a post observation reflective dialogue? How do teachers reflect on classroom observational data? How might the holistic reflection experience impact teachers' pedagogical practice? Findings from this study provide implications for incorporating the practice of teacher reflection and reflective dialogue as professional development and for educational research.

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UNT Theses and Dissertations

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  • August 2009

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  • Nov. 19, 2009, 8:18 p.m.

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  • April 1, 2010, 2:57 p.m.

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Citations, Rights, Re-Use

Norris, Karen S. Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice, dissertation, August 2009; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc11018/: accessed October 17, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .