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Qualitative Analysis of Written Reflections during a Teaching Certificate Program.

Ashley N Castleberry1, Nalin Payakachat1, Sarah Ashby1

  • 1University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas.

American Journal of Pharmaceutical Education
|March 5, 2016
PubMed
Summary

This study shows that a teaching certificate program effectively promotes critical reflection and self-reported teaching improvements. The program offers valuable professional development by encouraging reflective exercises.

Keywords:
qualitativereflectionteaching certificate programteaching development

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Area of Science:

  • Medical Education
  • Professional Development

Background:

  • Evaluating the effectiveness of professional development programs is crucial for enhancing teaching practices.
  • Qualitative analysis of participant reflections offers insights into program impact.

Purpose of the Study:

  • To assess the success of a teaching certificate program.
  • To qualitatively evaluate the content and depth of participant reflections on teaching.

Main Methods:

  • Two independent investigators identified themes in 132 reflection essays over six years.
  • Essays were analyzed for the extent of reflection on teaching strengths, weaknesses, assessment, and feedback.

Main Results:

  • Twenty-eight themes were identified, with common topics including content delivery and student assessment.
  • 48% of essays demonstrated critical reflection, and reflection depth increased from midpoint to final essays.
  • Significant improvements were noted in reflections on teaching strengths and feedback.

Conclusions:

  • The teaching certificate program successfully fostered critical reflection and self-reported positive changes in teaching.
  • The program serves as a high-quality professional development opportunity.
  • Emphasizing critical reflection through structured exercises is recommended for similar programs.