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ERIC Number: EJ1145578
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0260-7476
Reflexivity-in-Action: How Complex Instruction Can Work for Equity in the Classroom
Pescarmona, Isabella
Journal of Education for Teaching: International Research and Pedagogy, v43 n3 p328-337 2017
This study explores how experimenting with Complex Instruction can broaden teachers' perspectives and develop understanding of the classroom as a complex social and cultural system. It critically presents and interweaves data collected during ethnographic research, which was carried out with a group of in-service teachers, plus four workshops which involved pre-service teachers. Complex Instruction often provides teachers with an unusual experience, which may cause "dis-orientation." It is precisely this uncertainty that moves teachers to investigate their own beliefs and dispositions towards teaching and learning, as well as imagining new scenarios for their classes and for themselves as educators. This state of uncertainty strengthens the ability to raise questions about their own practice and makes them more aware of the responsibility of their role in developing a more equal participation in class. The article argues how Complex Instruction can promote a process of "reflexivity-in-action" and therefore challenge teachers' professional identity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy