Developing Teachers' Critical Reflective Capacity to Support Teacher Learning for Change

• In Event: 67.055 - Critical Reflection and Diversity: Prospective and In-Service Teacher Learning to Teach Diverse Students

Abstract

Objectives
Critical reflective inquiry has been regarded as what “thoughtful and experienced practitioners incorporate into their practice” systematically and naturally (Brookfield, 2010, p.215).  Engaging in critical readings and culturally focused action research to expose elements of diversity calls teachers to more deeply “engage” in puzzlements emerging from their classrooms. How can a program’s updated reflection prompts and interwoven culturally related research use critical reflection as a cognitive tool to engage teachers to reflect critically and achieve positive change for teaching diverse students?

Theoretical Framework
Using Taggart and Wilson’s (2005) reflection framework to engage teachers actively in their development of reflection at a dialectical (critical) level can help teachers better understand culture and address solutions for inequities and education for diverse students. According to Zeichner and Liu (2010), to be critical, reflection must also address social justice. Dewey wrote about the importance of reflection being part of any learning experience (1933), an integral part of application of knowledge, adding that reflection must be purposeful and result in an action that changes us. If cultivated and developed thoughtfully, reflection has the potential for transformation (Mezirow, 1990), promoting change in the status quo.

Methods
This qualitative study (Maxwell, 2013) is situated in a master’s degree program for teachers at a large Eastern university. Faculty employ systematic, prompted reflections (written at specific points outside the scope of graded work) as a required element of teachers’ e-portfolios. A stated program goal calls for teachers’ development of critical reflective capacity, incorporating culturally focused action research to actively foster culturally sustaining pedagogy (Paris, 2012). Data are from the 2017-18 cohort.

Data
Each teacher submitted 5 reflections written to updated prompts, calling them to relate new learning to aspects of cultural and linguistic diversity. Triangulated with action research, reflections were analyzed employing open and axial coding (Miles, Huberman, & Saldana, 2014). Of the original cohort (N=32), informed consent results yielded 16 data sets available for investigation. Content analysis sought beliefs and instructional intentions for social justice and diversity.

Results
The teacher reflections attained a range of levels from conceptual to dialogic; action research revealed understandings of culture and diversity resulting in new actions, while others reflected intentionality. Analysis indicates that critical reflections can serve as cognitive tools supporting changes in teachers’ instructional intentions and cultural beliefs, but must be intentional. Scaffolding critical reflection as a habit of mind must be thoughtfully incorporated across coursework; prompts must include a call for action and scaffolded in environments inviting engagement. Critical reflection can be a tool leading toward classroom change, and should not be solely a program end-goal in itself.

Scientific Significance
Through active research on and engagement in critical reflection and resulting actions for change, both teachers and teacher educators stand to hold a deeper understanding of the role that critical reflection can play as a program goal and a systematic developmental process for teachers. Faculty must maintain systematic investigation of teachers’ critical reflections to examine the results of our work, particularly with regard to diversity understanding and classroom actualization.

Authors

• Rebecca K. Fox, George Mason University

• Nancy Holincheck, George Mason University

• Stephanie L. Dodman, George Mason University

• Kelley E Webb, Hanover County Public Schools