A phenomenological study of National Board Certified Teachers use of reflective practice to improve pedagogy.

Abstract

Upon completion of the data collection strategies, the interview transcriptions were analyzed and coded into meaning clusters. From the interview transcription the researcher identified formulated meanings of significant statements, discovering and illuminating hidden in the various context. Reoccurring themes were identified, allowing for emergence of themes that were common to all the participants' interviewed. The NBCTs described how and where they learned to reflect on their practice.

This qualitative study described and explained ten Oklahoma National Board Certified Teachers' (NBCTs') perception on reflective practice. The conceptual framework employed in this study was phenomenology. The researcher question: How do National Board Certified Teachers learn and engage in reflective practice to improve their pedagogical practice? Participants' selection was based on their successful completion of the National Board process and response to an invitational e-letter. Over a four month, period, the researcher gathered data from three separate interviews.

The analysis revealed those elements that influenced participants' perception of the phenomenon of reflective practice. The three themes that explicated these teachers' experiences with the phenomenon of reflective practice were: (a) meaningful opportunities to participate; (b) caring connected community; and (c) high expectations.