Abstract
The present study explores how graduate students in an educational leadership program in the United States constructed reflections during an internship. An archival review of students’ assignments for a class was conducted. A constant comparison analysis which used grounded theory was carried out. Findings suggest there were two major typologies of reflections. For one group, reflections were centered around summarizing, showing appreciation, and offering buzzwords for improvement; a small group centered on capacity for change, showed discontent, and offered an alternative to current practices. Findings suggest reflections in education are of questionable value, and students would be better served by developing reflective capabilities using research methods. A review of the literature compares findings with previous research and theoretical perspectives. There is a discussion and recommendations to improve the reflective process for teachers and educational leaders.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Education, Society and Behavioural Science
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
