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Critical Reflection and Teacher Capacity: the Secondary

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Critical Reflection and Teacher Capacity: the Secondary CRITICAL REFLECTION AND TEACHER CAPACITY: THE SECONDARY SCIENCE PRE-SERVICE TEACHER POPULATION by Jessica Sarah Krim A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction MONTANA STATE UNIVERSITY Bozeman, Montana July, 2009 ©COPYRIGHT by Jessica Sarah Krim 2009 All Rights Reserved ii APPROVAL of a dissertation submitted by Jessica Sarah Krim This dissertation has been read by each member of the dissertation committee and has been found to be satisfactory regarding content, English usage, format, citation, bibliographic style, and consistency, and is ready for submission to the Division of Graduate Education. Dr. Michael Brody Approved for the Department of Education Dr. Joanne Erickson Approved for the Division of Graduate Education Dr. Carl A. Fox iii STATEMENT OF PERMISSION TO USE In presenting this dissertation in partial fulfillment of the requirements for a doctoral degree at Montana State University, I agree that the Library shall make it available to borrowers under rules of the Library. I further agree that copying of this dissertation is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for extensive copying or reproduction of this dissertation should be referred to ProQuest Information and Learning, 300 North Zeeb Road, Ann Arbor, Michigan 48106, to whom I have granted “the exclusive right to reproduce and distribute my dissertation in and from microform along with the non- exclusive right to reproduce and distribute my abstract in any format in whole or in part.” Jessica Sarah Krim July, 2009 iv ACKNOWLEDGEMENTS I want to express a special thank you to Dr. Michael Brody, chair of my dissertation committee, for your professional and personal guidance during my doctoral program, and your meaningful input throughout the completion of my dissertation. In addition, I extend my sincere thanks to Dr. Art Bangert, whose support in this process, especially in the final stages, was very important in the completion of this manuscript. I am additionally indebted to the other members of my committee, Dr. Mary Leonard, Dr. Scott Creel, and Dr. Andreas Fischer. A heartfelt thank you to Dr. Lynn Kelting-Gibson and Dr. Jayne Downey, for your input and generosity of spirit in this venture. I also thank Dr. Robert Carson, for your continual acknowledgement of my effort. To Katie Thomas and Ginny Heiman: thank you for your invaluable attention to detail. All of this would not have been possible without the Middle Earth Cohort. To Micki “where’s my coffee” Abercrombie-Donahue, Dr. Kim “why are the children in the river” Boehler, and Steve “make a hole” McIanney: You guys rock. To the honorary cohort members; Dr. Aaron Drew and Dr. Heather Kelly, thank you for listening to me. My most sincere appreciation goes to my family and friends, for without their support, sense of humor, and unrelenting compassion, I would not have made it through this process. Lastly, it is difficult for me to put into words all of the ways my life has been enriched and exemplified by the generosity, love, and support of my parents. I can only hope to one day be that good. Thanks Mom and Dad! v DEDICATION This manuscript is dedicated to all of the teachers and students who have inspired me on this journey. vi TABLE OF CONTENTS 1. INTRODUCTION TO THE STUDY .........................................................................1 The Study ....................................................................................................................1 National and State Teacher Guidelines .......................................................................2 Professional Development and Standards ...................................................................4 Critical Reflection and Teacher Capacity ...................................................................8 Statement of the Problem ..........................................................................................10 Statement of the Purpose ..........................................................................................11 Research Questions ...................................................................................................11 Research Methodology .............................................................................................12 Context ......................................................................................................................14 Significance of the Study ..........................................................................................15 Summary ...................................................................................................................16 2. THEORETICAL FRAMEWORK ............................................................................17 Introduction ...............................................................................................................17 Teacher Capacity ......................................................................................................20 Models of Teacher Knowledge ........................................................................20 Knowledge in Teacher Education. ..........................................................21 Cornerstones of Professional Knowledge ...............................................22 Triad of Teacher Knowledge ..................................................................23 Models of Teaching and Learning ..........................................................24 Teacher Capacity ....................................................................................24 Framework for a Definition of Teacher Capacity ............................................25 Pedagogy .................................................................................................27 Content / Subject Area ............................................................................27 Pedagogical Content Knowledge ............................................................27 Curriculum / Standards ...........................................................................29 Interpersonal / Communication ...............................................................30 Intrapersonal / Self ..................................................................................30 Knowledge of Students / Diverse Learners ............................................31 Growth / Adaptive Expertise ..................................................................31 Constructivism / Inquiry .........................................................................32 Social Responsibility / Context ...............................................................33 Commonplace Interaction Groups ............................................................................34 Model of Commonplace Interaction Groups ...................................................36 Critical Reflection .....................................................................................................40 vii TABLE OF CONTENTS – CONTINUED Reflective Thinking .........................................................................................41 The Reflective Practitioner in Education .........................................................42 Hierarchy of Reflection....................................................................................45 Orientations of Reflection ................................................................................48 Reflection Framework for this Study ...............................................................50 Learning to Develop a Critically Reflective Practice ...............................................52 The Importance of Reflection in the Pre-Service Curriculum .........................53 The Role of Critical Reflection in Addressing Problems ................................56 Teaching Reflection: A Possible Model ..........................................................57 Current Literature......................................................................................................59 Summary ...................................................................................................................62 3. RESEARCH METHODOLOGY..............................................................................64 Introduction ...............................................................................................................64 Case Study Research and Design ..............................................................................65 Researcher’s Role .....................................................................................................68 Context ......................................................................................................................69 Participant Selection .................................................................................................70 Eva ...................................................................................................................72 Fred ..................................................................................................................72 Michael ............................................................................................................73 Sarah ................................................................................................................74 Stephanie ..........................................................................................................74
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