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ERIC Number: ED441785
Record Type: Non-Journal
Publication Date: 2000-Apr-25
Pages: 14
Abstractor: N/A
Reference Count: N/A
A Self-Study in Teacher Education: Collective Reflection as Negotiated Meaning.
De Lawter, Kathryn; Sosin, Adrienne
This self-study highlights two teacher educators' evolving collaborative relationship, viewed within the larger research study of their praxis in teaching. It is part of a multi-layered research methodology, developed to inquire into graduate preservice teachers' understandings of multicultural education. This paper focuses on the experience of negotiating meaning in a process called collective reflection. The term emerged as the teacher-researchers engaged in focused dialogue. It refers to self-conscious engagement with another for the purpose of mutual understanding, whether in class or with a research partner, and to the interaction between people who view being together as time to learn with and from each other. Collective reflection extends to the interpretive work of students and teachers within the classroom. It emphasizes the social nature of meaning construction and affirms the authentic expression of personal knowledge. In the context of a core course called Global Perspectives, collective reflection is a fundamental condition that must be created, made conscious, and maintained through types of interactions that sustain awareness of common purposes and respect for the integrity of differences. This self-study emphasizes concern for conscious and meaningful self and collective reflection in acts of curriculum making. (Contains 58 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A