Unpacking the Role of Reflection in Enacting Equity-Centered Practice: Evidence from Singapore

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Professional Development and Praxis: Innovations within Asian Contexts

Abstract

This mixed-methods study investigates reflective practice among teachers in Singapore and its impact on their divergence in enacting equity-centered practice in the classroom. Findings suggest that teachers’ reflective practices are closely tied to their different understandings of equity and their various levels of enacting equity-centered practice in the classroom. While technical reflection may improve the management of classroom routines, it further solidifies pre-determined learning goals, metrics, and content. Conversely, teachers who engage in deep inquiry into taken-for-granted norms and practices are better able to cultivate greater pedagogical space and facilitate students’ self-determination in the teaching and learning process, promoting innovation in their pedagogical approach. Suggestions for the design of teacher professional development initiatives and directions for future research are discussed.

Author

• Wen-Chia Claire Chang, National Institute of Education - Nanyang Technological University