Reflectivity and Teaching Performance of Novice Teachers: Three Years of Investigation

Abstract

The purpose of this 3-year investigation was to determine if a relationship exists between teacher reflectivity and the classroom performance of novice teachers when final evaluations are aligned with national standards. This study included 98 novice teachers enrolled in their final field-based teaching experience. Participants reflected over two constructs common to field experiences: Clinical interviews and written products of reflection. Procedures were advanced to determine level of reflection, which was then compared to teaching performance based on final evaluations. Among other findings, this study suggests that teaching performance is associated with teacher reflectivity when advancing van Manen's (1977) conception of reflectivity. The association did vary somewhat with each procedure and with certain teaching performance components. Furthermore, study results imply that the structure of the reflection may play a more important role than previously thought. Recommendations for further investigation on teacher reflection and teacher performance conclude the article.