Date of Award


Document Type

Open Access Dissertation


Instruction and Teacher Education


College of Education

First Advisor

James D. Kirylo


This study examined the impact of a Reflective Practice Series (RPS) on the awareness level of preservice teachers enrolled in a field experience course in a teacher education program at a university in the southeast United States. This study took place during the Fall 2016 semester with six participants, two early childhood majors, two elementary majors, and two middle level majors. Data were collected through pre- and post-questionnaires, course assignments, and field observations. The results revealed that the teacher candidates were able to make connections between theory and reflective teaching, had varying viewpoints about the process of reflection, and most profoundly, recognized that there was some impact on their students’ academic achievement when the teacher candidates participated in reflective practices.