NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1169296
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1925-7147
Using a Critical Reflection Framework and Collaborative Inquiry to Improve Teaching Practice: An Action Research Project
Briscoe, Patricia
Canadian Journal of Action Research, v18 n2 p43-61 2017
This action research reports on a three-year collaborative learning process among three teachers. We used current literature and a critical reflection framework to understand why our teaching approaches were not resulting in increased student learning. This allowed us to examine our previously unrecognized and uninterrupted--and often, problematic--beliefs and values. Our findings revealed key barriers related to unexamined judgments, beliefs, assumptions, and expectations that affected our ability to facilitate effective learning. This encouraged conceptual change and led to a transformation in our teaching practice: We became more socioculturally responsive teachers. Our findings led us to conclude that professional learning needs to move beyond the acquisition of skills and strategies, and include the critical reflection necessary to deconstruct problematic beliefs and thoughtpatterns that can impede student learning.
Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A