Abstract
The authors present the results of a qualitative descriptive study of the experiences of K-12 educators enrolled in a Master of Arts in Education degree focused on reflective practice (MARP). This MA pathway was developed around theoretical frameworks of andragogy and transformative education. The key research question for this study is, “How have participants transformed their teaching and student learning as a result of participation in MARP?” Research sub-questions are the following: How do participants' definitions of “reflective practice” change over time? How do participants use their classrooms as laboratories for implementing classroom-based inquiry? How have participants experienced transformation of teaching and learning because their participation? How do participants now teach for social justice in their classrooms? Findings indicate that by focusing on reflective practice, studying their practice, improving their craft, and assisting and learning from colleagues, experienced teachers have a greater impact on students and transform their professional lives.
TopKey Terms And Definitions
The following key terms and definitions are used throughout this chapter. The definitions provided assist with clarity for important topics and concepts discussed in the chapter.
Andragogy: The study of characteristics of adult learners (Knowles, 1968).
Classroom-Based Inquiry: The practice of educators who pose questions and implement changes to improve student and teacher experiences (Cochran-Smith & Lytle, 1990).
Critical Reflection: The detailed examination of a practice coupled with thoughtful analysis and determination of effectiveness and possibly transformation (Cranton, 1996).
Reflective Practice: The act of thoughtfully considering one’s own experiences in applying knowledge to practice while being coached by professionals in the discipline (Schön (1983).
Reflective Practitioner: One who participates in thoughtful, systematic consideration of one’s practice to improve student and teacher experiences (Fendler, 2003).
TopSupporting K-12 educators across their professional lives necessitates that teacher educators understand adult learning theory; within this framework this review addresses transformative learning, reflection, and reflective practice. The nexus of the research in each of these areas provides the framework for MARP and our understandings of the purposes and outcomes of this program for its students, who are K-12 classroom teachers.
Andragogy
Knowles (1968, 1980) closely linked the concept of andragogy and the characteristics of adult learners. These characteristics include self-concept, need to know, experience, readiness, orientation, and motivation. Adults draw upon their experiences to facilitate learning, need purposes for learning that are related to the tasks of their roles, are self-directed, typically want to apply new knowledge immediately, and tend to be intrinsically motivated (Knowles, 1984). These andragogical assumptions are in concert with theories of transformational learning and transformative education. Merriam and Caffarella (1999) highlighted three pivotal components of transformative learning: critical reflection, experience, and development. It is important that classroom teachers, as adult learners, use and draw upon their experiences in becoming reflective practitioners.
Key Terms in this Chapter
Critical Reflection: The detailed examination of a practice coupled with thoughtful analysis and determination of effectiveness and possibly transformation ( Cranton, 1996 ).
Andragogy: The study of characteristics of adult learners ( Knowles, 1968 ).
Reflective Practitioner: One who participates in thoughtful, systematic consideration of one’s practice to improve student and teacher experiences ( Fendler, 2003 ).
Reflective Practice: The act of thoughtfully considering one’s own experiences in applying knowledge to practice while being coached by professionals in the discipline ( Schön, 1983 ).
Classroom-Based Inquiry: The practice of educators who pose questions and implement changes to improve student and teacher experiences ( Cochran-Smith & Lytle, 1990 ).