The process of Mid-Career Teachers’ Class Reflections with One-to-One Devices

Abstract

Few studies on mid-career teachers have examined teachers’ professional development in relation to social change. To address this gap in the literature, this study seeks to clarify the reflection process of mid-career teachers conducting classes using one-to-one devices. The authors applied the ALACT model as a framework to analyze the reflections of mid-career teachers to clarify their conflicts, and processes of awareness. The study used interviews and classroom observation for data collection. As a result of the analysis, the authors identified four reflection processes. The first, mid-career teachers described their weak understanding of the student’s readiness while using one-to-one devices for learner-centered learning. The second, they returned to beliefs and sense of mission to raise essential questions. The third, they realized the value of learning of direct interaction with others. The fourth, they realized they had a biased view that teachers should not teach.