Therefore, this qualitative study was designed to determine the reflection techniques used by second-year and third-year teachers; and to see if formal reflection, promoted through reading and responding to literature, could add to the ways in which beginning teachers analyze their concerns. Six second-year teachers were studied.

The results were reported in the following sections: (a) reflection promoted by reading and responding to literature; (b) reflection techniques of second- and third-year teachers; (c) classroom descriptions and concerns of second-year teachers. Reading and responding to literature was found to be useful in stimulating reflection on impact concerns with second-year teachers. While both second- and third-year teachers employed writing and dialogue frequently to reflect on practice, second-year teachers used these techniques in more limited ways. Second-year teachers expressed a range of classroom concerns, including survival issues, task management issues, and issues regarding impact on students.

At least one-third of teachers who enter the profession leave during their first five years of service. Many cite professional frustration and perceived failure to make a positive impact on their students as reasons for their departure. Research on reflective processes of beginning teachers is limited. However, studies have demonstrated that reflection upon practice can build professional resiliency.