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Teachers' interpretations of a reflective practice school reform initiative: An existential analysis

Elizabeth Dolly Pedevillano, University of Massachusetts - Amherst

Abstract

The human side of school reform implementation and analysis is often marginalized in favor of an emphasis on rationality, student outcomes or formal structures. The perspective of the Teacher-as-Being, which is grounded in existential philosophy is a conceptual framework that acknowledges the human condition, our situated existence and the lived world of teachers. Teachers' interpretations of their experiences on problem solving service teams will be analyzed from this perspective. The tenets of existential philosophy, with an eye toward issues common to our existence as human beings, can serve to build a deep and humane framework for explaining the role of individual teachers' meaning making, interpretation and contextual experiences in the implementation of a reflective practice school reform initiative. ^

Subject Area

Sociology, Social Structure and Development|Education, Curriculum and Instruction|Education, Philosophy of

Recommended Citation

Elizabeth Dolly Pedevillano, "Teachers' interpretations of a reflective practice school reform initiative: An existential analysis" (January 1, 2004). Doctoral Dissertations Available from Proquest. Paper AAI3118323.
http://scholarworks.umass.edu/dissertations/AAI3118323

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