Kindergarten Teachers’ Experiences and Training With Critical Reflection to Support Adaptive Teaching

The problem that was addressed in this study is that kindergarten teachers often lack training in critical reflection as part of their adaptive teaching practice. Despite much research on critical reflection, there was a lack of knowledge regarding training kindergarten teachers receive on critical reflection and how they use it to adapt their teaching. The purpose of this study was to explore the experiences of kindergarten teachers regarding the training they received on critical reflection and the support they felt they needed to implement critical reflection for an adaptive teaching practice. Schön’s reflective practice theory was the conceptual framework for the study and the basis for its 2 research questions. A basic qualitative design featuring semi structured interviews was used to collect data from 7 kindergarten teachers working in the northwestern United States. Thematic analysis involving axial and a priori coding yielded themes of training experiences, challenges, supports needed, and the value of grace and celebration. Additional findings focused on critical reflection in adaptive teaching. Results indicated that most participants felt unprepared to apply critical reflection at the start of their careers but developed this practice with experience; participants noted lack of time, class size, and curricular limitations as barriers. Participants highlighted the importance of self-support and the celebration of progress. Positive social change may result when teachers receive guidance and support in applying critical reflection.