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dc.contributor.authorMartinez, Lauren
dc.date.accessioned2023-10-05T19:05:54Z
dc.date.available2023-10-05T19:05:54Z
dc.date.issued2021-05
dc.identifier.urihttp://hdl.handle.net/11122/14553
dc.descriptionMaster's Project (M.Ed.) University of Alaska Fairbanks, 2021en_US
dc.description.abstractThis project used self-reflection to investigate my experience with teacher burnout. What began as an effort to explore effective teaching practices for new teachers, quickly evolved into a critical examination of self. Through the use of the self-study research approach, reflection became a powerful tool in determining the ways in which my beliefs about teaching conflicted with my actual practices. In an attempt to align theory with practice, a literature review helped to reveal specific causes of burnout as well as solutions for overcoming it. While the final project includes a series of strategies to address my teaching challenges, larger self-realizations emerged throughout the research process. The overarching theme, however, became the uniqueness of the teaching experience. Rather than attempting to generalize my experience as true for all teachers, the final project illustrated how a teacher can use reflective practice to identify their own areas of meaningful professional development.en_US
dc.language.isoen_USen_US
dc.subject.otherMaster of Education in Elementary Educationen_US
dc.titleFrom burnout to balance: a teacher's journey back to the classroomen_US
dc.typeMaster's Projecten_US
dc.type.degreemeden_US
dc.identifier.departmentSchool of Educationen_US
dc.contributor.chairHogan, Maureen P.
dc.contributor.committeeKardash, Diane L.
dc.contributor.committeeDefilippo, Lynn A.
refterms.dateFOA2023-10-05T19:05:55Z


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