A Phenomenological Study of Reflection in Teaching. In recent years, reflective practice in teaching has become a goal of many teacher preparation programs. However, conceptions of what it means to be reflective vary widely. This study begins not with a specific predetermined definition of teacher reflection but with the reported experiences and thoughts of reflective teachers. From these interviews an experiential foundation of teacher reflection is built.
Analysis indicates that being reflective is best thought of as a moral virtue.
M.A. Elementary Education, College of Mount Saint Joseph, Cincinnati, OH, 1985. B.A. Biblical Studies, Cincinnati Bible College, Cincinnati, OH, 1982. An investigation of cognitive processes in aspiring, experience teachers, and their peers. Toward a research agenda. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.