Reflective Practice for Renewing Schools: An Action Guide for Educators

York-Barr, Jennifer; Sommers, William A.; Ghere, Gail; Montie, Jo

doi:10.4135/9781506350530

Cited by 44 publications

(65 citation statements)

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“…Their study is designed to determine with whom the principals engage, and how it helps them to develop, their reflective practice. Their study uses a Reflective Practice Spiral model (York-Barr, Sommers, Ghere, & Monthie, 2006) comprising different levels: individual as self-reflection; partner through to small group; and school wide. The spiral in the model refers to the interconnectedness of the levels.…”

Section: Editorial Different Lenses On Teachingmentioning

confidence: 99%

Different lenses on teaching

Loughran¹

2014

Teachers and Teaching

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Section: Editorial Different Lenses On Teachingmentioning

confidence: 99%

Different lenses on teaching

Loughran¹

2014

Teachers and Teaching

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“…Despite widespread recognition of the importance of reflective practice for strengthening education (Ghaye 2011;Osterman and Kottkamp 1993;Schon 1983Schon , 1987York-Barr, Sommers, and Ghere 2005), challenges to the implementation of reflective-practice-oriented professional development infrastructures have been noted (Bradbury et al 2009;Jindal-Snape and Holmes 2009;Boud, Cressey, and Docherty 2006) and some have suggested that a wider debate regarding reconceptualizing reflection in education is needed. In the view of McArdle and Coutts (2010), the needed reconceptualization is actually a restoration of the social and critical dimensions of reflection.…”

Section: Introductionmentioning

confidence: 96%

Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day

Rowell¹,

Inoue²,

Getz³

2014

Educational Action Research

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This paper examines the experience of an action research 'Study Day' to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman and Kottkamp defined reflective practice as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. Schon discussed the psychological and epistemological contours of the conscious awareness required for reflective practice. In his view, reflective practice is a dialog of thinking and doing through which one becomes more skillful. In Noffke's framework of action research, professional development represents a branch of the action research family tree that is intrinsically connected with reflective practice. Somekh asserted that, since the major aim of action research is to develop the practical wisdom or situational understanding of the practitioner, it constitutes a powerful means of professional development.

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“…John Dewey and Donald Schon are most frequently cited for their role in establishing some of the foundational principles of reflective practice in education (York-Barr, Sommers, Ghere, & Montie, 2006). Dewey (1933) argued that reflective thinking must be an educational purpose in order for learning to occur.…”

Section: Introductionmentioning

confidence: 99%

The palimpsest layers of pre-service teachers’ literacy autobiographies

Bokhorst–Heng

Flagg-Williams

West

2014

Pedagogies: An International Journal

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In this article, we examine three literacy autobiographies written by pre-service teachers. Narratives are seen as not just stories relating a set of facts, but rather a means by which individuals interpret their experience. Literacy autobiographies are a reflective and interpretive account of one's development as a literate being. Using the tools of narrative analysis, we (a) examine these stories to understand the processes of literacy development through the experiences of learners' storied lives; (b) seek to understand the impact that teachers' literacy journeys have on their view of literacy and literacy education; and (c) explore what these literacy autobiographies reveal about the contributions of teacher reflection to pre-service teacher education. Our analysis points to the importance of personal relationships in the development of literacy, providing the context within which literacy practices give meaning to the literacy events active in the narrators' lives. We also note a persistent view of traditional forms of literacy in contrast to pre-service teachers' involvement in multiliteracies, and argue that this gap needs to be addressed in order to prepare teachers for the twenty-first century classroom. We also consider how reflection can be a more intentional aspect of pre-service teacher education to enhance pedagogy and learning.

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Reflective Practice for Renewing Schools: An Action Guide for Educators

Cited by 44 publications

References 0 publications

Different lenses on teaching

Different lenses on teaching

Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day

The palimpsest layers of pre-service teachers’ literacy autobiographies

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