Understanding Teacher Reflection During Planning: A Case Study of High School Chemistry Teachers

This study looked at understanding teacher planning and the types of resources a teacher draws on in his or her reflections. The methodology used was a descriptive case study analysis of two high school chemistry teachers. Data sources included think-alouds, interviews, classroom observations, and artifact collection. Two different complex, structured models of reflective planning were produced. Both teachers used a variety of external and internalized resources during their planning. Teacher use of resources was associated with indications of reflection. The types of resources that a teacher used influenced the type of reflection the teacher would make.