Over the course of the Spring 2026 semester, there were a total of five different modules to incorporate experiences from the fieldwork placements and the curriculum being covered in EDUC 425.
Be sure to skip through the modules to browse each fieldwork reflection.
You may navigate back to the home page to find my full fieldwork synthesis reflection, which will accumulate all five modules.
Post Fieldwork Reflection
1) As you engaged with the content of your questions, what was your biggest takeaway and learning?
My biggest takeaway was that everything was connected, even though they were separated into different modules. While reflecting on each module, I would often have to remind myself that there was a primary focus for each one. However, it was incredible to see how intertwined each module was. I felt that it grounded me in the reflections and made me more conscious of the surroundings during my fieldwork placement.
2) How did participating in the collaborative process of the expert and teaching groups enhance and inform your learning?
I really enjoyed the process behind the expert and teaching groups, as it helped my confidence grow. During the first module, I was super anxious if my responses were similar to everyone else in my group. I was worried if I was falling behind or if I was not understanding course concepts like everyone else. Eventually, my expert groups showed how alike my responses were to everyone else. Not only did that make me feel more confident in my own work, but it also helped when it came to the teaching groups. As my anxiety faded, I felt it enhanced my learning as I was open-minded and was more grounded in our conversations. At first, since I was so nervous my answers would not be the same, I was comparing what my group members were saying, but not truly actively listening. As that worry passed, I was able to feel fully engaged in the expert group conversations, and even take notes from everyone else.
3) How does engaging in this work support the evolution of your teacher identity communicated in your philosophy of teaching?
Engaging in the fieldwork reflections made me consider what messages I wanted to directly and indirectly convey to my students. Asking students and their families to contribute to the classroom could be sending a direct message, but the orientation of my classroom will indirectly send a message as well. Through each module, it helped me solidify who I want to be as an educator, and what messages I want my students to understand. At first, the module reflections felt tedious and not useful to my own learning. However, at the end of the semester, I was truly thankful to watch my progression through the semester, as each module made me hyper-aware of myself and my fieldwork placements.