THE ROLE OF REFLECTION IN SHAPING PHYSICAL-EDUCATION TEACHERS EDUCATIONAL VALUES AND PRACTICES

This study was motivated by the need to understand the role and functi on of teachers' reflection as it ''is'' rather than as it ''ought'' to be. The focus of the study was to describe teachers' reflection withi n the teaching and learning environment, as well as the role of reflec tion in their professional development. Participants were four experie nced elementary and secondary physical education teachers from urban a nd suburban school districts. Data were collected through observations , interviews, and journals. Case analysis and cross-case analysis were employed in analyzing the data. Findings indicated that the participa nts' microreflection, the type of reflection that informs teachers' da y-to-day practices, addressed pedagogical, content, ethical, moral, an d social issues. Their reflections were situationally driven and conte xtually bound. Macroreflection, the type of reflection that informs te achers' practices over time, influenced changes in the teachers' class room practice and professional development.