Beyond Reflection: Teacher Learning as Praxis

Abstract

Reflection is increasingly used as a means to support teacher professional development, and ultimately to support teachers' efforts to improve the persistent underachievement of minority students. In this article, we identify the limits of the traditional view of reflection, argue that reflection is an artifact and a practice embedded in a larger process, namely teacher learning, and outline basic notions of a culturalhistorical vision of learning as praxis in which reflection is embedded. Further, we argue that a new vision of critical, situated reflection must include both technical and political content and be based on a dialogic approach.