Running head: LITERATURE REVIEW

Literature Review
Marissa C. Mizuno
National University

Submitted in partial fulfillment of the requirements for

TED 690 Capstone
Stacia Levy

LITERATURE REVIEW

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Abstract

This paper provides a review of literature that highlights the importance of reflecting upon
teacher professional practice and growth. This is addressed in Standard 2 of the Professional
Responsibilities Domain of the Nevada Educator Performance Framework.

LITERATURE REVIEW

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Literature Review

Metacognition is thought to increase as teachers become more aware of what they know
and do not know and how these aspects of knowledge and beliefs limit or enable their success as
teachers (Chorney, 2006, p. 22). In addition, the progression of teacher development tends to
shift in attention away from self towards student impact. According to this concerns-based
model, there is a general movement outward from concerns about self, to concerns about
situation and task, culminating in concerns about students (Chorney, 2006, p. 22). Reflectivepractitioner models require that teachers become self-aware and attentive to their individual
needs as an educator (Chorney, 2006, p. 22). Ultimately, teachers develop in response to efforts
to promote thoughtful ideals on learning to teach (Chorney, 2006, p. 23).
In science, professional development is critical. Effective teacher professional
development takes into account three key components. The first component is the learning
activity system which includes professional development activities, opportunities for reflection,
and time for supervised application of new concepts. The second component is the teacher
learning system which includes the teachers beliefs, values and perceptions. The third
component is the school/district systemic context which includes school practice, routine, and
policies (Miller, Curwen, White-Smith, & Calfee, 2015, p. 318). Authentic teacher learning
thrives when developed, implemented, and supported in all three interrelated systems (Miller et
al., 2015, p. 318).
Because teachers are in constant interaction with their learning-teaching environments,
experience and meaningful reflection allow teachers to remain lifelong learners and encourage
them to constantly grow and improve their practices.

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References

Chorney, D. W. (2006). Teacher development and the role of reflection. Physical and Health
Education Journal, 72(3), 22-25.
Miller, R. G., Curwen, M. S., White-Smith, K. A., & Calfee, R. C. (2015). Cultivating primary
students scientific thinking through sustained teacher professional development. Early
Childhood Education Journal, 43(4), 317-326.