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Transforming Teaching Practice: becoming the critically reflective teacher

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Abstract:

This article proposes a framework for conceptualizing developing as a critically reflective teacher. The author posits that critical reflection is the distinguishing attribute of reflective practitioners. The term critical reflection as developed here merges critical inquiry, the conscious consideration of the ethical implications and consequences of teaching practice, with self-reflection, deep examination of personal beliefs, and assumptions about human potential and learning. Essential practices for developing critical reflection are discussed. This article defines processes fundamental to reflective practice. Teacher beliefs are self-generating, and often unchallenged. Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves infusing personal beliefs and values into a professional identity, resulting in developing a deliberate code of conduct.

Document Type: Regular Paper

DOI: http://dx.doi.org/10.1080/14623940020025561

Affiliations: Department of Learning, Literacy and Culture, California State University, 5500 University Parkway, San Bernardino, CA 92407, USA

Publication date: October 1, 2000

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