Teacher reflection: A comparison of novice and experienced teachers

The purpose of this study was to investigate whether teachers who have had no reflective coaching or experiences reflect on their teaching. In addition, the study examined whether there are differences between the nature of reflection of novice teachers (with 3 or less years of teaching experience) and experienced teachers (with 8 or more years of teaching experience). Seven novice teachers and eight experienced teachers volunteered for the study. Each teacher video-taped a typical reading lesson lasting 30--45 minutes. Within 2 to 5 days after the video taping, the researcher viewed the video with the teachers and audio-taped the teachers' statements about their teaching. The audio tapes were transcribed, and with constant comparative analysis, categories of reflection emerged from the data. The results revealed that teachers who have not been coached in reflective practices or experiences do reflect on their teaching. They solve problems, make changes, diagnosis their own teaching techniques, talk about students and their needs, describe classroom events, explain their choice of personal teaching techniques, and make other miscellaneous comments. Novice and experienced teachers talk most frequently about classroom events, explanations of teaching choice, and about students; however, compared to novice teachers with less than 3 years teaching experience, experienced teachers talk more about students, making changes, and personal teaching style. All of the teachers included in the study reflected on how their teaching had changed from the past to the present and/or speculated on how their teaching might change in the future.; The greatest variation was not between the two groups of teachers but among individual teachers. Some of the categories of reflection identified in this study were similar to areas identified in other studies; however, this study identified a broader array of categories that teachers reflect upon.; One implication of this study is that experience leads to some difference in the reflection of novice teachers and experienced teachers; however, this difference is not great. Other implications related to teacher education and staff development are identified in the study.