Restricted Access Thesis
This study seeks to determine how ongoing guided reflection on teaching and learning affects the growth of volunteer ESL teachers. Three volunteer teachers in a church-based adult ESL program participated in the study. Volunteers were provided with a lesson planner and a reflection form and asked to reflect before and after teaching each lesson. They received a written response to their reflection each week. The volunteers' planners and reflection forms were evaluated to determine levels of reflectivity in various categories. In addition, research was gathered through individual interviews and a focus group. Responses were evaluated using a rubric based on Stanley's 1998 framework for teacher reflectivity. The main findings were: 1) Volunteer teachers can be guided to become more reflective teachers when given the tools. 2) Volunteers may be more actively reflective when given opportunities for periodic interpersonal interaction time with their peers.
Johnson Gomez, Minda, "Determining the effectiveness of ongoing, intentional reflection on teaching and learning in the development of volunteer adult ESL teachers" (2011). School of Education and Leadership Student Capstone Theses and Dissertations. 466.