Reading and Writing for Critical Reflective Thinking

Chittooran, Mary M.

doi:10.1002/tl.20137

Cited by 18 publications

(17 citation statements)

References 13 publications

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“…The findings of the study are similar to those of previous research findings (Chittooran, 2015;Hong & Choi, 2015;Husaj, 2016;Korthagen, 2014;Maurice & Harriett, 2006;Saperstein, Lilje, & Seibert, 2015;Zilka, 2019;Zins, 2004). The emphasis in this study was on building the identity of preservice teachers who are going to work with children, educating and instructing them.…”

Section: Sample Quotessupporting

confidence: 91%

“…Reflective process. Researchers define reflection as contemplation, a conscious thought aimed at bringing about change in behavior (Chittooran, 2015;Hong & Choi, 2015;Korthagen, 2014;Saperstein, Lilje, & Seibert, 2015). A reflective process can lead to abstraction, inclusion, identification of behavior patterns, and rebuilding of principles of action in a more effective way than before.…”

Section: Social and Emotional Learning (Sel)mentioning

confidence: 99%

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Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson

Zilka¹

2020

RES

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The goal of videotaping lessons in a teacher training process is to bring about change in the behavior of preservice teachers to promote self-awareness, openness, and development. The research question was whether preservice teachers, after watching the video recordings of the lessons they taught, would undergo a process of development and increased openness, or remain on a plane of self-criticism. The present qualitative discourse analysis study examined the data based on the principles of social and emotional learning (SEL). The data were organized according to SEL categories: self-criticism, self-awareness, self-management, social awareness, interaction management, and accepting responsibility. Participants in the study were 100 preservice teachers studying in teacher training institutions in Israel. Most preservice teachers (93%) were found to be critical of themselves, but they also tried to open up to a process of self-awareness (82%) and to change their behavior. Some participants (11%) remained “shackled” to their critical attitude and failed to break through the “wall of self-criticism” and change their behavior. Most participants (76%) showed social awareness and mindfulness of their feelings and of those of others; empathy and ability to read signals sent by their students; listening to others as opposed to being emotionally deaf; attention to the nature of interactions with students during the lesson, to how they moved about the classroom and used their voice, and whether they made eye contact with learners. To bring about change, the teacher must watch, observe, and investigate, and be able to better understand emotional and social situations. Teachers who had experienced social and emotional learning are likely to develop self-awareness and the ability to bring about openness, development, and change in their own behavior and in the behavior of their students.

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Section: Sample Quotessupporting

confidence: 91%

Section: Social and Emotional Learning (Sel)mentioning

confidence: 99%

Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson

Zilka¹

2020

RES

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“…Although Socrates first considered the value of reflection, it was Dewey (1933) who introduced it into modern educational practice. But, in the decades which followed, this reengagement with reflection has resulted in a diversity of meanings and has, at times, been described in surprisingly vague ways (Chittooran, 2015; Lim, 2011; Q. D. Nguyen et al, 2014).…”

Section: Critical Reflectionmentioning

confidence: 99%

“…Critical reflection specifically relates to a person’s ability to reflect on their assumptions about themself, a field of study, or the wider world (Brookfield, 1998; Chittooran, 2015; Hoggan, 2016; Lim, 2011; Lucas & Tan, 2013; McDougall & Davis, 2011). Brookfield (2009) described critical reflection as “[t]he deliberate attempt to uncover, and then investigate, the paradigmatic, perspective, and causal assumptions that inform how we [live]…” (pp.…”

Section: Critical Reflectionmentioning

confidence: 99%

“…In addition, each student’s capacity for critical reflection and, by corollary, transformation is impacted by socioaffective factors. For example, Chittooran (2015), reporting on a study by Gustafson and Bennett (2002), remarked on the need to avoid affective resistance in students if transformation is to flourish. Specifically, in spite of an appropriate methodology (i.e., journaling), a cohort of military cadets could not engage critical reflection simply because it was emotionally confronting to their cherished beliefs.…”

Section: Critical Reflectionmentioning

confidence: 99%

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Enhancing Transformation: The Value of Applying Narrative Therapy Techniques When Engaging in Critical Reflection

Edwards

Walker

2019

Journal of Transformative Education

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Transformative learning (TL) is a powerful approach to education. Instead of promoting the efficient encoding and recall of information, TL has students identify, and consider, the assumptions they hold about their discipline and the wider world. Although disorientating dilemmas are the hallmark of TL, personal change cannot happen without subsequent critical reflection. For this reason, critical reflection represents the central mechanism of transformation. The current article identifies synergies between TL and narrative therapy (NT) valuable for the enhancement of critical reflection. In particular, the advantages of NT techniques such as externalisation, outsider witness, and identifying the absent but implicit within a story are discussed. By integrating NT practices within critical reflection it is hoped that a greater degree of transformation will result for students.

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Investigating the Effects of Perceived Feedback Source on Second Language Writing Performance: A Quasi-Experimental Study

Reynolds

Kao

Huang

2021

Asia-Pacific Edu Res

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Reading and Writing for Critical Reflective Thinking

Abstract: This chapter examines the use of reading and writing activities to promote critical reflection among Asian students in higher education settings.

Cited by 18 publications

References 13 publications

Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson

Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson

Enhancing Transformation: The Value of Applying Narrative Therapy Techniques When Engaging in Critical Reflection

Investigating the Effects of Perceived Feedback Source on Second Language Writing Performance: A Quasi-Experimental Study

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