ERIC Number: EJ915885
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 28
The Role of Critical Reflection in Teacher Education
Shandomo, Hibajene M.
School-University Partnerships, v4 n1 p101-113 Spr 2010
The majority of the teacher candidates in my methods classes come from a background that is different from the primarily African American students at my professional development school. Because these teacher candidates continue to be predominantly White middle-class females, the gap between their cultural comfort zone and their students' cultural backgrounds is likely to continue. As such, I studied the body of research that supports the critical impact that the role of reflection has on a teacher's knowledge, skills, and dispositions, and I decided to use critical reflection as a major component in supporting teacher candidates' growth and success at this professional development school. This resulted in the teacher candidates' deep understanding of their teaching styles, which enhanced their ability to challenge the traditional mode of practice and define their growth toward greater effectiveness as teachers. More important, their ability to relate to their elementary students improved significantly.
Descriptors: African American Students, Professional Development Schools, Teaching Styles, Teaching Methods, Reflection, Elementary School Students, Cultural Differences, Racial Differences, Methods Courses, Culturally Relevant Education, Urban Teaching, Urban Schools, Reflective Teaching, Class Activities, White Students, Females, Partnerships in Education, College School Cooperation, Preservice Teacher Education, Teacher Educators, Instructional Effectiveness
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: email@example.com; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A