Presentation
Looking Within: Further Delineating a Framework of Teacher Critical Reflection as an Agent of Change
American Educational Research Association (AERA) Annual Meeting
(2011)
Abstract
The purpose of this case study was to further delineate a framework of teacher reflection by defining patterns and levels of reflection that 25 in-service teachers enrolled in an English as a second language certification program at a large Midwestern university in the US experienced through a critically reflective journaling process infused across program courses. Findings revealed that many of the teachers who engaged in this process demonstrated various levels of critical reflection. Moreover, patterns of reflection that emerged within various reflective stages suggested that teachers need time, guidance, and multiple opportunities to engage in critical discussion and writing in order to make shifts in their underlying beliefs and professional practices regarding culturally and/or linguistically diverse students.
Keywords
- Culturally Responsive Schooling,
- English Learner,
- Teacher Education - In-Service/Professional Development
Disciplines
Publication Date
April 9, 2011
Location
New Orleans, LA
Comments
Paper presented as part of session: Case Studies and Culture: Explorations of Teacher Education and Teacher Practice Within Cultural Frames.
Citation Information
Kathryn Brooks and Katya A. Karathanos. "Looking Within: Further Delineating a Framework of Teacher Critical Reflection as an Agent of Change" American Educational Research Association (AERA) Annual Meeting (2011) Available at: http://works.bepress.com/katya_karathanos/27/