The Role And Impact Of Reflective Practice On Education Doctorate Alumni’s Professional Practice
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Reflective practice in its most complex form can most impact one’s professional practice. A mixed-method research design, including the use of survey and interview, was used to address research questions of how do alumni of a specific Education doctorate Degree (EdD) program describe the impact of reflective practice in their professional work, and how do they describe reflective practice as it relates to their experience in the EdD program. Findings from survey and interview indicated reflective practice is highly valued yet challenging among EdD cohort alumni in professional practice. Additionally, participants felt empowered within and beyond their professional practice to incorporate equity and social justice in their personal lives. Findings varied regarding the implications of reflective practice based solely on EdD cohort membership. Implications for teachers include incorporating reflective practice the best they can within the systems in which they work and should seek and define equity within their classrooms as indicated in the literature as being a catalyst for critical reflection and transformation. Leaders should reflect-for-future in order to be a change agent of structures and systems. Educational leaders in this study felt empowered to change, personally and professionally, in order to make a greater impact. A foundation of a cohort is based on opportunities for relationships within the academic culture. Reflective practice can be implemented through activities that engage members in dialogue and challenging situations. Recommendations for further research include the impact of reflective practice on scholarly research and writing, relationship between reflective practice and various roles of educational leaders and impact of personalities and level of reflective practice in a cohort.
Fearing, Aimee Young, "The Role And Impact Of Reflective Practice On Education Doctorate Alumni’s Professional Practice" (2015). School of Education Student Capstones and Dissertations. 115.
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