<p> This study investigates the effect of participation in high school-community college partnership activities on teachers’ reflective practice. It examines the responses of teachers from one suburban high school, one urban high school and one urban charter school located in the Upper Midwest of the United States, gathered via semi-structured interviews. The partnership activities took place during the 2012-13 and 2013-14 school years. </p><p> The experiences of the teacher participants can be located in the phases of the reflective practice cycle, which consists of: having a catalyzing experience, seeking additional information, reframing and challenging assumptions, and testing through action. By engaging in collaborative activities, teachers accessed feedback on the needs of students and insights regarding different pedagogical approaches. This information fed the cycle of the reflective practice by causing teachers to have catalyzing experiences, motivating them to seek additional information, helping teachers to reframe and challenge their assumptions, and providing them with opportunities to test new ideas. </p><p> Besides supporting the cycle of reflective practice, the results of this study also connect to several tenets of teacher professional development in the literature. On one hand, this study’s findings align with much of the literature regarding collegial collaboration, teacher motivation, and the execution of professional development over time. On the other hand, these results raise questions about forms of feedback that influence teacher reflection and whether experience is always a necessary precursor to teacher learning. </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10036343 |
| Date | 25 March 2016 |
| Creators | Pierre, Christina K. |
| Publisher | Saint Mary's University of Minnesota |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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