How We Think: "The Double Movement of Reflection" Toward Developing Pre-Interns' Critical Reflective Stance

• In Event: Exploring Pedagogies for Developing a Critical Inquiry Stance to Teaching

Abstract

This paper describes two university instructors’ practitioner inquiry focused on developing pre-interns’ critical reflective stance during a semester-long pre-internship and seminar in the 4th semester practicum of a five-year teacher preparation program. Dewey’s “double movement of reflection” supported the instructors’ goal to provide space and time for pre-service teachers to critically reflect upon and problematize personal beliefs and assumptions. The instructors’ aimed to cultivate a critical reflective stance that would support pre-interns, and themselves as instructors, during present and future teaching. Data sources included reflective journals, observations, field notes, and course artifacts. The findings indicate the researchers and pre-interns embraced critical reflection and the inquiry process as tools for meaning-making to guide their teaching.

Authors

• Rachelle Curcio, University of Florida

• Natalie Marie Khoury Ridgewell, University of Florida