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D.L. Bloomquist Dissertation pdf.pdf (2.36 MB)

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The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice

Bloomquist, Debra Lynn
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438

Abstract Details

2016, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
This embedded-mixed methods study examined if the use of a reflective framework with guiding prompts could support early childhood science teachers in improving their reflective practice and subsequently changing their pedagogy. It further investigated whether type of cognitive coaching group, individual or collaborative, impacted teacher depth of reflection and change in practice. Data included teacher reflections that were rated using the Level of Reflection-On-Action Assessment, reflective codes and inductive themes, as well as videos of participants’ lessons coded using the SCIIENCE instrument. Findings demonstrated that through guided reflection, teachers developed reflective thinking skills, and through this reflection became more critical and began to improve their pedagogical practice. Further findings supported that collaborative cognitive coaching may not be the most effective professional development for all teachers; as some teachers in the study were found to have difficulty improving their reflectivity and thus their teaching practice. Based on these findings it is recommended that coaches and designers of professional development continue to use reflective frameworks with guiding prompts to support teachers in the reflective process, but take into consideration that coaching may need to be differentiated for the various reflective levels demonstrated by teachers. Future studies will be needed to establish why some teachers have difficulty with the reflective process and how coaches or designers of professional development can further assist these teachers in becoming more critical reflectors.
Charlene Czerniak, PhD (Committee Chair)
Joan Kaderavek, PhD (Committee Member)
Judy Lambert, PhD (Committee Member)
Rebecca Schneider, PhD (Committee Member)
189 p.
Early Childhood Education; Education; Science Education; Teacher Education; Teaching
Reflection; Cognitive Coaching; Collaboration; Reflective Framework; Collaborative Coaching; Self-Efficacy; Written Reflections; Sequential Embedded Mixed Method; Science Coaching; Early Childhood Science Teachers; Professional Development; Self-Reflect

Recommended Citations

Citations

  • Bloomquist, D. L. (2016). The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438

    APA Style (7th edition)

  • Bloomquist, Debra. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice. 2016. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

    MLA Style (8th edition)

  • Bloomquist, Debra. "The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice." Doctoral dissertation, University of Toledo, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438

    Chicago Manual of Style (17th edition)

toledo1461753438
2,588
© 2016, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.