The Role of Critical Reflection in Teacher Education.

Published on Jan 1, 2010
Hibajene M. Shandomo1
Estimated H-index: 1
The majority of the teacher candidates in my methods classes come from a background that is different from the primarily African American students at my professional development school. Because these teacher candidates continue to be predominantly White middle-class females, the gap between their cultural comfort zone and their students’ cultural backgrounds is likely to continue. As such, I studied the body of research that supports the critical impact that the role of reflection has on a teacher’s knowledge, skills, and dispositions, and I decided to use critical reflection as a major component in supporting teacher candidates’ growth and success at this professional development school. This resulted in the teacher candidates’ deep understanding of their teaching styles, which enhanced their ability to challenge the traditional mode of practice and define their growth toward greater effectiveness as teachers. More important, their ability to relate to their elementary students improved significantly. 102 HIBAJENE M. SHANDOMO in connecting new learning with prior experience, posing appropriate questions, and exploring their thinking. Writing about their experiences in classroom teaching gives them means to remember, recall, reconstruct, re-create, and represent what they learn of their teaching practice under supervision. In this course, teacher candidates write a self-reflection for each lesson they develop and teach. This work is based on the constructivist theory, which emphasizes the idea that learners construct knowledge for themselves. Each learner individually (and socially) constructs meaning as he or she learns. Constructing meaning is learning; there is no other kind. Reflective journal writing allows teacher candidates to construct their own understanding of the critical nature of the classroom environment, which is instrumental in providing a context for children’s learning. It also helps them realize they must be knowledgeable about the intellectual, emotional, physical, and moral development of their student learners. Near the conclusion of the course, teacher candidates conduct a summative reflection to develop individual professional growth plans, which requires them to review their lesson plan reflections and weekly journal reflections, in addition to the written and verbal feedback provided by their cooperating teachers and college instructors on classroom teaching, course projects, and assigned readings. Teacher candidates then develop a set of authentic goals for professional improvement to focus on during their student-teaching experience for the following semester. One major outcome of the summative reflection is an understanding of the critical role that reflection can play in continuous professional development. Why Use Critical Reflection in the Preparation of Urban
  • References (24)
  • Citations (15)
Published on Jan 1, 2012
John A. Van De Walle2
Estimated H-index: 2
Karen S. Karp5
Estimated H-index: 5
Jennifer M. Bay-Williams6
Estimated H-index: 6
Section I Teaching Mathematics: Foundations and Perspectives chapter 1 Teaching Mathematics in the Era of the NCTM Standards chapter 2 Exploring What It Means to Do Mathematics chapter 3 Developing Understanding in Mathematics chapter 4 Teaching Through Problem Solving chapter 5 Planning in the Problem-Based Classroom chapter 6 Building Assessment into Instruction chapter 7 Teaching Mathematics Equitably to All Children chapter 8 Technology and School Mathematics Section II Development of Mathem...
Published on Sep 7, 2010 in MobileHCI (Human-Computer Interaction with Mobile Devices and Services)
Simon Robinson14
Estimated H-index: 14
(Swansea University),
Matt Jones33
Estimated H-index: 33
(Swansea University)
+ 2 AuthorsMads Lindborg2
Estimated H-index: 2
In this article we describe a novel approach to pedestrian navigation using bearing-based haptic feedback. People are guided in the general direction of their destination via vibration, but additional exploratory navigation is stimulated by varying feedback based on the potential for taking alternative routes. We describe two mobile prototypes that were created to examine the possible benefits of the approach. The successful use of this exploratory navigation method is demonstrated in a realisti...
Published on Oct 1, 2003in Teaching and Teacher Education2.41
Anna Marie Frank2
Estimated H-index: 2
(DePaul University)
Abstract The recruitment and retention of minority students in teacher education programs has received the attention of schools of education. For those minority students who choose to pursue a career in teaching and decide to attend a predominantly white university, their experience must be appreciated for the challenges it presents. This study was undertaken to listen to the voices of African American education majors enrolled in a teacher education program at a predominantly white university i...
Published on May 1, 2003in Journal of Teacher Education3.26
Kathryn H. Au19
Estimated H-index: 19
Karen M. Blake1
Estimated H-index: 1
Teacher educators face the challenge not only of recruiting candidates of diverse backgrounds but of preparing these candidates to be effective teachers. This study looks at the influence of cultural identity (ethnicity, social class, and community membership) on the learning of three preservice teachers. One of the preservice teachers was a Japanese American, an outsider to the low-income Hawaiian community served by the teacher education program. The other two were of Hawaiian ancestry and ins...
Published on Dec 1, 2000in Review of Educational Research8.98
Alice M. L. Quiocho3
Estimated H-index: 3
Francisco Rios13
Estimated H-index: 13
This review focuses on the experiences of minority group teachers as they move into teacher credential programs and then into the teaching profession. Research reports published between 1989 and 1998 were considered if they focused on the experiences of preservice and in-service minority group teachers in public school contexts. After a descriptive synthesis provides a snap-shot of the actual experiences of minority group teachers in schooling, a social justice framework is used to guide teacher...
Published on Jul 18, 2005
James A. Banks37
Estimated H-index: 37
This title is only available as a Loose-Leaf version with Pearson eText. This definitive resource gives readers a strong background in the conceptual, theoretical, and philosophical issues in multicultural education from one of the most well respected authorities in the field-James A. Banks. In the opening chapter author Banks presents his well-known and widely used concept of Dimensions of Multicultural Education to help build an understanding of how the various components of multicultural educ...
Published on May 1, 1999in Studies in Continuing Education1.14
Peter Willis7
Estimated H-index: 7
(UniSA: University of South Australia)
ABSTRACT Reflective processes in a reflective practice cycle tend to begin with accounts of significant incidents in a practitioner's activities which are then appraised, interrogated and assessed in a variety of ways depending on the agenda of the inquirer. This paper suggests that instrumental and critical accounts of practice may be enriched by an expressive approach which seeks to portray rather than analyse the activities that make up professional practice. Using an expressive approach, sig...
Cited By15
Published in College Teaching
Steve Haberlin1
Estimated H-index: 1
(USF: University of South Florida),
Jennifer Jacobs7
Estimated H-index: 7
(USF: University of South Florida),
Raven Robinson (USF: University of South Florida)
Published on Jan 1, 2019
Karen Thomas (Community College of Philadelphia)
Published on Aug 3, 2018in Action in teacher education
Steve Haberlin1
Estimated H-index: 1
(USF: University of South Florida)
ABSTRACTCritical thinking remains a challenge for students even at the undergraduate level. In this article, I describes how he utilized the tenets of self-study to explore introducing critical thinking instructional strategies to preservice teachers. Frustrated and curious, I attempted to better understand the group’s reluctance to using these methods with their own elementary students during internship. To collect and triangulate my data, I asked the preservice teachers to respond to weekly el...
Published on Jan 1, 2018
Sumitra Himangshu-Pennybacker (GSU: Georgia State University), David P. Fuller (GSU: Georgia State University)
Published on Oct 2, 2017in The Teacher Educator
Brooke Blevins6
Estimated H-index: 6
(Baylor University),
Brandon Moore2
Estimated H-index: 2
(McLennan Community College),
Cameron Dexter Torti (Baylor University)
ABSTRACTThis study was designed to use critical reflective journaling practices to explore the experiences of preservice teachers working in a juvenile justice education program called the Reach Academy. Using a qualitative case study design, the researchers explored how 48 preservice teachers utilized critical reflective journaling to examine their own identities in relation to working in this unique school setting. Three major themes emerged from the reflective journal and interview data: (a) ...
Branko Bognar2
Estimated H-index: 2
Irena Krumes1
Estimated H-index: 1
Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfo...
Published on Apr 2, 2016in Action in teacher education
Mary D. Burbank9
Estimated H-index: 9
(UofU: University of Utah),
Laurie A. Ramirez4
Estimated H-index: 4
(ASU: Appalachian State University),
Alisa J. Bates8
Estimated H-index: 8
(Concordia University)
ABSTRACTThis qualitative case study explored teaching approaches designed to develop critically reflective thinking (CRT) for preservice teachers in an urban, secondary teacher preparation program. Despite concerted use of CRT within course lessons, online discussions, and case studies, participants demonstrated varying degrees in their understanding of diversity and how they will respond in their teaching practices. Findings speak to the critical importance for teacher preparation that acknowle...