Critical Reflexivity in Sustained Teacher Professional Development

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Supporting Our Own: Experiences in Professional Development

Abstract

This study examines the critical reflexivity process related to perspective and enactment changes by 104 teachers’ in their development of consideration of intersecting structural systems and school practices as they influence CLD student engagement. Data sources include 104 teachers’ written reflections from the end point of the program related to perceptions of facilitators and barriers to student engagement (defined as “student resistance” in program coursework). Qualitative coding of critical reflections and rubric analysis of enactment practices revealed that all of the teacher participants identified shifts in perspective and intent for change in practices but almost half also demonstrated the transformation of thought into action as evidenced by the change process rubric scores.

Authors

• Wendy Cavendish, University of Miami

• Ignacio Barrenechea, University of Miami

• Ayanna F. Young, University of Miami

• Mary A. Avalos, University of Miami