Making it theirs : literacy teachers use reflection as a tool for shaping practice

Abstract

Teachers are often faced with the difficult task of implementing programs in the development of which they had little input. However, we cannot assume that teachers use the programs without thought. This article presents an examination of the reflection that has taken place as teachers implemented a systematic, scripted phonics program. Teachers used both inner and collaborative reflection to examine their teaching philosophies, theoretical beliefs and student needs. The authors identify a continuum of program modifications related to literacy-teaching philosophies.