Development of Beginning Teachers as Agents of Reflexive Praxis

• In Event: Pushing on the Contours of Cultural Historical Research Methodologies

Abstract

In the proposed paper we present the case study on teacher learning as reflexive praxis. Authors explore how mastery of such mediational means of reflection as verbal and visual narratives, dialog, metaphor/image/schema, and pedagogical simulation mediated development of reflection as a higher psychological function, reflexive praxis, and teachers’ transformation as agents of their praxis. The discussion will focus on the types and sequences of mediational means and their potential of development into psychological tools; the analysis of the dialectical relationship between imagination and reflection, and intertextuality of visual and verbal narratives. Methodological approaches to the study of reflection as a tool-mediated action, which include experimental-genetic method, projective method, and qualitative research methodology will be addressed.

Authors

• Elina Lampert-Shepel, Touro University

• SHARON A SULLIVAN-RUBIN, Touro College

• Inna Rabinovich, Touro College