Date of Award
Evaluation, Reflection, Learning log, Self-efficacy
Educational Administration and Policy Studies
Erin Anderson, Ph.D.
Susan Korach, Ed.D.
Doris Candelarie, Ph.D.
The purpose of this qualitative action research study was to create an improved learning log procedure, based on the theory of action that the use of professional learning logs will improve self-reflection, which will increase teacher self-efficacy. Data collected through interviews, focus groups, and a research action committee have led to the assertions that (a) reflection is a necessary and welcomed part of being a professional; (b) procedures for reflection must be easily accessed and consistent; (c) teachers should have autonomy over their choice of reflection method to gain meaning; (d) though the learning log process allows for autonomy, the purpose of the learning log is ambiguous and needs further defining. Addressing these assertions, a series of recommendations is made to improve the overall process of reflection within the school.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Landry, Courtney Lynne, "Action Research: Teacher Evaluation and Reflection" (2018). Educational Leadership and Policy Studies: Doctoral Research Projects. 10.