ERIC Number: EJ1104327
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 59
The Impact of Critically Reflective Teaching: A Continuum of Rhetoric
Burbank, Mary D.; Ramirez, Laurie A.; Bates, Alisa J.
Action in Teacher Education, v38 n2 p104-119 2016
This qualitative case study explored teaching approaches designed to develop critically reflective thinking (CRT) for preservice teachers in an urban, secondary teacher preparation program. Despite concerted use of CRT within course lessons, online discussions, and case studies, participants demonstrated varying degrees in their understanding of diversity and how they will respond in their teaching practices. Findings speak to the critical importance for teacher preparation that acknowledges conceptual readiness and receptivity among preservice teachers when challenging beliefs regarding diversity using critically reflective pedagogy. Findings will inform other teacher educators in the development of pedagogy and the tools for supporting critically reflective thinking, problem solving, and decision making in urban schools.
Descriptors: Reflective Teaching, Rhetoric, Qualitative Research, Case Studies, Teaching Methods, Critical Thinking, Preservice Teachers, Secondary School Curriculum, Urban Education, Beliefs, Critical Theory, Cultural Awareness, Multicultural Education, Interviews, Computer Mediated Communication, Teacher Responsibility, Change Strategies
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A