The Impact of Critically Reflective Teaching: A Continuum of Rhetoric

ABSTRACT

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.

KEYWORDS:

• Teacher education
• critically reflective teaching
• diversity

Additional information

Notes on contributors

Mary D. Burbank

Mary D. Burbank is the Assistant Dean for Teacher Education and Director of the Urban Institute for Teacher Education (UITE) and oversees accreditation compliance in the College of Education at the University of Utah. In addition she works with secondary preservice teachers where her teaching, research, and service interests identify pathways to higher education for under-represented students. She is the author/co-author of multiple books, chapters, and research articles and has secured over 2.5 million dollars in federal, state, and foundation grants. Current projects include interdisciplinary linkages between University of Utah Colleges, Salt Lake Community College, and local school districts.

Laurie A. Ramirez

Laurie A. Ramirez is an Associate Professor and the Undergraduate/Graduate program director in Middle Grades Education at Appalachian State University. Her research interests are mainly qualitative and include middle level teacher preparation, critical reflection on issues of diversity in education, and self-study of teacher education practices. She has published and presented at state, regional, national, and international levels and is an active member of numerous professional organizations.

Alisa J. Bates

Alisa J. Bates is the Associate Director of M.Ed. Programs and Associate Professor teaching in the M.Ed. programs at Concordia University – Portland. Her scholarly agenda includes work in university supervision of field experiences, teacher research and inquiry, as well as effective online learning practices.