Talking Teaching and Learning: Using Practical Argument to Make Reflective Thinking Audible

Abstract

According to Fenstermacher (1994), simply engaging in reflection is an inadequate way to facilitate change in teaching practice. Practitioners must work together to consider whether their practice aligns with their intent. Faculty teaching a diverse variety of teacher preparation courses (child development, early childhood curriculum, classroom evaluation, educational psychology, classroom management, and school, community and family relationships) met regularly to discuss their beliefs regarding educational philosophy, teacher education, constructivist pedagogy at the college level, and authentic assessment. The structure of these discussions required us to make our reflections public and subject to review by the empathetic, but critical, others in the group. In this paper, we will describe the process we have used to explore our thinking about our teaching practice and student learning. We also discuss how this process has made an impact on our practice and how we think about our practice. Implications for teacher educators are suggested.