This paper describes urban high school chemistry teachers' reflective planning.  This study was comparative cases study of the methods teachers use during planning, associated with detailing their reflective practice.  The theoretical framework for this study consisted of work on reflection done by Dewey and Sch�n.  Data sources included think-alouds, interviews, artifact collection, and classroom observations.  The findings from the description and analysis of the two cases produced two different, complex, structured models of reflective planning.  Both teachers had a unique way of planning for a lesson.  Although there were differences between the two planning models, both models had structure.  It was this structure that allowed for reflective planning to occur.  There was not one essential model of teacher reflective planning.  A teacher's use of resources was associated with indications of reflection.  Three different types of reflections occurred by both teachers.  These types included reflection-for-action, reflection-on-action, and reflection-for-action.

Understanding high school chemistry teachers' reflection during planning

244th National Meeting (2012)

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