Date of Award
Doctor of Education (Ded)
Professional Studies in Education
Sue A. Rieg, Ed.D.
Julie W. Ankrum, Ph.D.
Susan M. Sibert, Ed.D.
The purpose of this study was to examine the impact that questioning and prompting, based on a researcher-developed framework, had on the content and depth of student teachers’ written reflection journals. Analysis of student teachers’ written reflection journals and interviews with student teachers and cooperating teachers were used to describe the perceptions the participants had surrounding reflection as a professional practice. Smyth’s (1989) levels of reflection were used to develop the framework and analyze the data.
A qualitative case study was used to provide a rich description of the perceptions of the student teachers’ and the content and depth of their written reflection journals. Four student teacher participants and their four cooperating teachers were used as study participants. The researcher interacted with the participants to provide questioning and prompting for eight weeks of the ten-week study. Data were analyzed at the conclusion of the study.
Results of this study suggested that the support of an experienced professional in the way of providing questioning and prompting was valuable as all of the participants reported that it was helpful in guiding them to reflect more deeply and meaningfully. Overall, participants’ reflections became deeper as the study period progressed, however there was great disparity in the levels of reflection among the different participants. Student teachers had a more limited view of reflection at the beginning of the study as compared to each of their cooperating teachers.
DelMarcelle, Jana, "Examining the Significance of Scaffolding on Student Teachers' Written Reflections: A Qualitative Case Study" (2017). Theses and Dissertations (All). 1486.