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The Journal of Special Education
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The Presence of Reflective-Practice Indicators in Special Education Resource Teachers' Instructional Decision Making

Frederick J. Bartelheim

Washoe County School District Reno, Nevada

Susan Evans

University of San Francisco

Reflective practice (Schon, 1983) is a decision-making theory that defines a set of components professionals might use to resolve unique or complex problems as they arise. In this study, expert high-school special education resource teachers were observed providing instruction in the classroom. Content analysis of postobservation interview transcripts was used to identify the presence of 124 reflective-practice indicators in the subjects' instructional decisions: 49 (39%) for the component of personal responsibility, 39 (32%) for the component of testing, and 36 (29%) for the component of problem setting. Results suggest that special education resource teachers use reflective practice to some degree when managing instructional problems.

The Journal of Special Education, Vol. 27, No. 3, 338-347 (1993)
DOI: 10.1177/002246699302700305
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