Investigating the quality of teacher reflection and the nature of changes in the quality of teacher reflection through critical incidents analysis

Yılmaz, Elanur
This embedded mixed methods research is an investigation to explore the current status of teachers’ reflections and the role of the guided reflective practices through critical incidents analysis in the development of teachers’ reflections and their teaching actions. To address this purpose, a multi-case study design is embedded in the survey study. The study involved a sample of 236 teachers from 66 public elementary schools in Ankara that are selected through cluster random sampling. From the sample, ten teachers volunteered to become a study group. This study is carried out between 2017 and 2019 through utilizing multiple sources, including the Vignette-Based Assessment of the Quality of Teacher Reflection Instrument (VBAQTRI), semi-structured interview schedules, reflective journals, video records of reflective discussion sessions, field notes and memos. Descriptive statistics, content analysis, within and cross case analysis are used to analyze the data. Overall, findings of the survey v study suggest that teachers generally relied solely on pedagogical preferences and instructional related issues used to accomplish predetermined objectives. Their reflections are limited to their thoughts about lack of students’ engagement and students’ disruptive behaviors. In the multiple-case study, teachers’ reflections indicated growth over time and as the study progressed deeper reflections are evidenced in reflective discussions compared to the reflective journal writings. This combination of findings highlights that the current status of the quality of teacher reflection is evidence-based, and indicates a significant impact on how teachers engage in guided reflective practices through critical incidents analysis and what they take away from them through empowering their instructional decisions and actions.


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The aim of this study was to examine the first year of four novice teachers in the teaching profession with regard to their perceptions and experiences about the classroom processes they undergo, professional development, relationships with students and colleagues, teaching performance, mentorship, personal life and the pre-service teacher education in addition to their mentors’ perceptions regarding the induction process. The study adopted a qualitative multiple-case study design and data were collected fr...
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The current study aimed at exploring the relations between the types of teacher discursive roles and the students‘ cognitive contributions to the classroom discourse. Students‘ cognitive operations were considered as their utterances‘ semantic complexity, cognitive pathways, reasoning quality and argument structure. It was also aimed at investigating some contextual influences of the inquiry classrooms on the students‘ ability to make cognitive contributions to the classroom discourse. The participants were...
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Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01)
This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
Citation Formats
E. Yılmaz, “Investigating the quality of teacher reflection and the nature of changes in the quality of teacher reflection through critical incidents analysis,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.