Education and Human Sciences, College of (CEHS)


Date of this Version



A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies (Teaching, Curriculum, and Learning), Under the Supervision of Professor Guy Trainin. Lincoln, Nebraska: May, 2010
Copyright (c) 2010 Emily Hayden


This mixed methods study explores reflective practices of novice teachers teaching in a University Reading Clinic. Novices’ reflective practices are compared to those of experienced teachers in a pilot study. A theoretical model of novices’ reflective practices is developed and tested. Twenty-three novices wrote structured reflections after each teaching week. Theoretical coding identified six themes: Description, Confidence, Locus of Control, Adaptations, Discourse,Transfer. Graduated scoring and ANOVA explored trends, correlations, effects among themes. Confidence followed a significant linear trend. Adaptations, Discourse, Transfer followed significant quadratic trends. Significant correlations were found between Description-Discourse, Locus of Control-Discourse, Locus of Control-Adaptations, Discourse-Adaptation Slope. Significant effects were found between Description-Discourse, Discourse-Locus of Control, Locus of Control-Adaptations, Confidence-Adaptations. Compared to experienced teachers novices relied more heavily on discourse with a nearly significant effect (p<.051) on Locus of Control for teaching outcomes; and exhibited different trends in Confidence. Experienced teachers documented significant connections between Adaptations and observed Transfer to student. For novices, Locus of Control and Confidence had significant effects on Adaptations; there was no significant correlation or effect on Transfer. Significant novice effects between Discourse-Locus of Control and the fact that Discourse on problems/dilemmas was the most frequent axial code indicate that Discourse around teaching should be carefully scaffolded during teacher preparation. Confidence needs to be observed and developed so novices become aware that teaching practice will have times of high and low confidence. The ability to use the disequilibria that accompanies lowered confidence for transformative growth and practice change is a hallmark of accomplished teachers.