The Role of Reflection in Shaping Physical Education Teachers’ Educational Values and Practices
Year: 1997
Type: article
Abstract: This study was motivated by the need to understand the role and function of teachers’ reflection as it “is” rather than as it “ought” to be. The focus of the study was to describe teachers’ reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and crosscase analysis were employed in analyzing the data. Findings indicated that the participants’ microreflection, the type of reflection that informs teachers’ day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers’ practices over time, influenced changes in the teachers’ classroom practice and professional development.
DOI: 10.1123/jtpe.17.1.2
Authors: Niki Tsangaridou, Mary O’Sullivan
Institutions: University of Cyprus, The Ohio State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2149149828