Using an Online Dialectical Journal as a Space for Critical Reflective Representation and Development

• In Event: Developing Perceptions of Teaching Through Portfolios and Metaphors

Abstract

This study uses Mezirow’s theory of transformation to analyze the dialectical journals of practicing teachers in an online graduate course on critical teacher inquiry. Participants used the journals to respond to course texts; these responses were coded for evidence of critical reflection. Although critical reframing of assumptions was evident, findings indicate that participants more frequently used the dialectical journal to state their beliefs, make connections, and to develop comprehension of the text. These actions may be key steps toward the surfacing and reframing of assumptions.

Authors

• Stephanie L. Dodman, George Mason University

• Nancy Holincheck, George Mason University

• Rebecca L Brusseau, George Mason University