Classroom Teachers and Reflection

Abstract

The authors present the results of a qualitative descriptive study of the experiences of K-12 educators enrolled in a Master of Arts in Education degree focused on reflective practice (MARP). This MA pathway was developed around theoretical frameworks of andragogy and transformative education. The key research question for this study is, “How have participants transformed their teaching and student learning as a result of participation in MARP?” Research sub-questions are the following: How do participants' definitions of “reflective practice” change over time? How do participants use their classrooms as laboratories for implementing classroom-based inquiry? How have participants experienced transformation of teaching and learning because their participation? How do participants now teach for social justice in their classrooms? Findings indicate that by focusing on reflective practice, studying their practice, improving their craft, and assisting and learning from colleagues, experienced teachers have a greater impact on students and transform their professional lives.