Transforming Teaching Practice: Becoming the critically reflective teacher

@article{Larrivee2000TransformingTP,
  title={Transforming Teaching Practice: Becoming the critically reflective teacher},
  author={Barbara Larrivee},
  journal={Reflective Practice},
  year={2000},
  volume={1},
  pages={293 - 307}
}
  • B. Larrivee
  • Published 1 October 2000
  • Education
  • Reflective Practice
This article proposes a framework for conceptualizing developing as a critically reflective teacher. The author posits that critical reflection is the distinguishing attribute of reflective practitioners. The term critical reflection as developed here merges critical inquiry, the conscious consideration of the ethical implications and consequences of teaching practice, with self-reflection, deep examination of personal beliefs, and assumptions about human potential and learning. Essential… 
The Impact of Critically Reflective Teaching: A Continuum of Rhetoric
ABSTRACT This qualitative case study explored teaching approaches designed to develop critically reflective thinking (CRT) for preservice teachers in an urban, secondary teacher preparation program.
Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education
The argument presented in this chapter begins with the suggestion that reflective practice involves epistemological challenges that have not been adequately addressed in the context of traditional
Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed
This article draws on a larger research project that questions the impacts of ‘21st century learning’ on teachers and leaders. Implicit is an evaluation of the promise of futures pedagogies to deepen
Meeting the Challenge of Preparing Reflective Practitioners
Preparing teachers to be reflective practitioners is the goal embraced by most teacher education programs. Reflective practitioners infuse personal beliefs and values into a professional identity,
Critically reflective practitioners: exploring our intentions as teacher educators
The pervasive presence of teacher reflection in the research literature is indicative of its prominence in education. As teacher educators, engaging in reflective practices is an essential
Training Culturally Competent Practitioners: Student Reflections On The Process
A major aspect of cultural competence is developing critical self-reflection skills. Critical selfreflection is a culturally competent practice that positions practitioners with the ability to
Reflective Practice in Teacher Education: A Look into Past and Present Theories, and Some Pertinent Issues
Many educators regard the practice of pedagogical reflection as a prime motivator in the professional growth of teachers. This idea has spurred the realization of the practice of reflection since the
Critiquing Teaching: Developing Critique Through Critical Reflection and Reflexive Practice
This chapter will explore critique of teaching, with reference to reflection, critical reflection, reflexive practice, professional inquiry and learning. The aim is to illustrate why active
USING A CRITICAL REFLECTION FRAMEWORK AND COLLABORATIVE INQUIRY TO IMPROVE TEACHING PRACTICE: AN ACTION RESEARCH PROJECT
This action research reports on a three-year collaborative learning process among three teachers. We used current literature and a critical reflection framework to understand why our teaching
The Impacts on Teachers’ Work: Practitioner Attitudes and Reflective Transitions
Engaging in new ways of teaching and learning in technology-rich, flexible environments calls on teachers to make significant shifts in their practice, and with these shifts are included significant
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 35 REFERENCES
Becoming a critically reflective teacher
What It Means to Be a Critically Reflective Teacher. Becoming Critically Reflective: A Process of Learning and Change. Learning to Know Ourselves: The Value of Autobiography. Surprised by the
Authentic Classroom Management: Creating a Community of Learners
Preface. Learning Orientation. Guiding Assumptions about Effective Classroom Management. Introduction: Demands of Today's Classroom. Changing Structure of American Society. Current Model for
A Framework for Reflective Inquiry on Practice: Beyond Intuition and Experience
The process of Reflective Inquiry on Practice in a supportive context can lead professionals to seminal insights into their practices and ultimately to improvements in those practices. In this paper,
Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. Jossey-Bass Higher and Adult Education Series and Jossey-Bass Social and Behavioral Science Series.
Reflective Judgment: A Neglected Facet of Critical Thinking. Creating a New Theoretical Model of Reflective Judgment. The Seven Stages of Reflective Judgment. Assessing Reasoning Skills. Assessing
A Pedagogy for Liberation: Dialogues on Transforming Education
Preface and Acknowledgements - Introduction: The Dream of Liberating Education - How Can Teachers Become Liberating Educators? - What are the Fears and Risks of Transformation? - Is there Structure
Dialogue in Teaching: Theory and Practice
TLDR
A critical and conceptual study of the nature of dialogue, and a discussion of concrete issues in teaching with dialogue: how it works, why it is beneficial for teaching, how it sometimes fails, and how to improve on it.
How we think : a restatement of the relation of reflective thinking to the educative process
I. What Is the Concrete? The maxim enjoined upon teachers, “ proceed from the concrete to the abstract/' is familiar rather than wholly intelligible. Few who read and hear it gain a clear concep­
Transformative Dimensions of Adult Learning
1. Making Meaning: The Dynamics of Learning. 2. Meaning Perspectives: How We Understand Experience. 3. Intentional Learning: A Process of Problem Solving. 4. Making Meaning Through Reflection. 5.
The adult learner : a neglected species
This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the
On Being a Teacher: The Human Dimension
Preface About the Authors 1. On Being a Teacher 2. On Being a Learner 3. On Being a Relationship Specialist 4. On Being an Effective Communicator 5. On Being a Helper 6. On Struggling With the
...
1
2
3
4
...