Developing Reflective Capacity Through the Action Research Process

• In Event: Action Research and Practicing Teachers: Reflection, Collaboration, and Action

Abstract

This paper analyzes the reflective practitioner development that emerges as teachers journey together through the collaborative action research process. It further explores a theoretical construct we have identified as the Zone of Reflective Capacity (ZRC) and compares and contrasts this new theoretical construct with Vygotsky’s ZPD. The ZRC provides a safe space for conflict and contradiction where beliefs may be unpacked, suspended for objective examination, and further reflected upon collaboratively. Through operating in the ZRC teachers, teachers expand their reflective capacity which opens the door to their individual development as professionals.

Authors

• Ron Tinsley, Richard Stockton College of New Jersey

• Kim Lebak, Stockton University