1,486
Views
3
CrossRef citations to date
0
Altmetric
Empirical and Conceptual Studies

The Impact of Critically Reflective Teaching: A Continuum of Rhetoric

Pages 104-119 | Received 18 Nov 2012, Accepted 07 Dec 2015, Published online: 16 Jun 2016

References

  • Bates, A., Burbank, M.D., Capps, R., & Ramirez, L. (2008). Teacher candidates' critical thinking in an education program committed to urban teaching. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 23, 3–19.
  • Banks, J. A. (2002). An introduction to multicultural education. Boston, MA: Allyn and Bacon.
  • Brookfield, S. (2009). Critical reflection as an adult learning process. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 215–236). New York, NY: Springer.
  • Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
  • Bullough, R. (2008). Rethinking portfolios: Case records as personal teaching texts for study in pre-service teacher education. In R. Bullough (Ed.), Counter narratives: Studies of teacher education and becoming and being a teacher (pp. 177–192). Albany, NY: SUNY Press.
  • Burbank, M.D., Ramirez, L., & Bates, A. (2012). Critically reflective thinking in urban teacher education: A comparative case study of two participants’ experiences as content specialists. The Professional Educator, 36(2), 1–17.
  • Carrington, F., & Selva, G. (2010). Critical social theory and transformative learning: Evidence in pre-service teachers’ service-learning reflection logs. Higher Education Research & Development, 29(1), 45–57. doi:10.1080/07294360903421384
  • Castro, A. (2010). Themes in the research on preservice teachers’ views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39(3), 198–210. doi:10.3102/0013189X10363819
  • Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York, NY: Teachers College Press.
  • Clandinin, D. J., & Huber, M. (2005). Shifting stories to live by: Interweaving the personal and professional in teachers’ lives. In D. Beijjard, P. Meijer, G. Morine-Dershimer, & H. Tillma (Eds.), Teacher professional development in changing conditions (pp. 43–49). Dordrecht, The Netherlands: Springer.
  • Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacies in classrooms. Mahwah, NJ: Erlbaum.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking and the education process. Boston, MA: D.C. Heath.
  • Erickson, F. (2009). Culture in society and in educational practices. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (7th ed., pp. 33–58). Hoboken, NJ: John Wiley & Sons.
  • Fook, J. (2006, July). Beyond reflective practice: Reworking the “critical” in critical reflection. Keynote presented at the meeting of the Professional Lifelong Learning: Beyond Reflective Practice, University of Leeds, UK.
  • Garmon, M. A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55(3), 201–213. doi:10.1177/0022487104263080
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. New York, NY: Aldine.
  • Gonzalez, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Harrington, H. L., Quinn-Leering, K., & Hodson, L. (1996). Written case analyses and critical reflection. Teaching and Teacher Education, 12(1), 25–37. doi:10.1016/0742-051X(96)89078-0
  • Hollins, E., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on research and teacher education (pp. 477–548). Mahwah, NJ: Erlbaum.
  • Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195–202. doi:10.1207/s15430421tip4203_5
  • Intrator, S. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education, 57(3), 232–239. doi:10.1177/0022487105285890
  • Johnson, A. G. (2006). Getting off the hook: Denial and resistance. In A. G. Johnson (Ed.), Privilege, power, and difference (2nd ed., pp. 108–123). New York, NY: McGraw Hill.
  • Larrivee, B. (2000). Transforming teaching practice: Becoming a critically reflective teacher. Reflective Practice, 1(3), 293–307. doi:10.1080/713693162
  • Loughran, J. (2002). Improving teacher education practice through self-study. New York, NY: Routledge Falmer.
  • Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as role model. Teaching and Teacher Education, 23(5), 586–601. doi:10.1016/j.tate.2006.11.001
  • Merriam, S. B. (1998). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
  • Middleton, V. A. (2002). Increasing preservice teachers’ diversity beliefs and commitment. The Urban Review, 34(4), 343–361. Retrieved from http://link.springer.com/journal/1125
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Milner, H. R. (2003). Teacher reflection and race in cultural contexts: History, meanings, and methods in teaching. Theory into Practice, 42(3), 173–180. doi:10.1207/s15430421tip4203_2
  • Milner, H. R. (2005). Stability and change in US prospective teachers’ beliefs and decisions about diversity and learning to teach. Teaching and Teacher Education, 21(7), 767–786. doi:10.1016/j.tate.2005.05.010
  • Milner, H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343–375. doi:10.1177/0042085906289709
  • Milner, H. R. (2008). Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education. Teaching and Teacher Education, 24(6), 1573–1598. doi:10.1016/j.tate.2008.02.011
  • Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1/2), 118–131. doi:10.1177/0022487109347670
  • Moje, E. B., & Wade, S. E. (1997). What case discussions reveal about teacher thinking. Teaching and Teacher Education, 13(7), 691–712. doi:10.1016/S0742-051X(97)00015-2
  • Moreno, R., & Valdez, A. (2007). Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format. Journal of Educational Psychology, 99(1), 194–206. doi:10.1037/0022-0663.99.1.194
  • Olmedo, I. M. (1997). Challenging old assumptions: Preparing teachers for inner city schools. Teaching and Teacher Education, 13(3), 245–258. doi:10.1016/S0742-051X(96)00019-4
  • Orland-Barak, L., & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching & Teacher Education, 23(6), 957–969. doi:10.1016/j.tate.2006.06.005
  • Page, M. (2009). Pedagogy of privilege: White preservice teachers learn about Whiteness. Teaching & Learning: The Journal of Natural Inquiry & Reflective Practice, 24(1), 3–21. Retrieved from http://www.und.edu/dept/ehd/journal/
  • Page, M. L. (2002). Notions of difference, identity, and the teaching of multicultural literature. Transformations, 13(1), 21–47.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury, CA: Sage.
  • Razfar, A. (2011). Action research in urban schools: Empowerment, transformation, and challenges. Teacher Education Quarterly, 38(4), 25–44. Retrieved from http://files.eric.ed.gov/fulltext/EJ960617.pdf
  • Risko, V., Roskos, K., & Vukelich, C. (1999). Making connections: Preservice teachers’ reflection processes and strategies. In T. Shanahan & F. V. Rodiguez-Brown (Eds.), Forty-eighth yearbook of the National Reading Conference yearbook. Chicago, IL: National Reading Conference.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. Retrieved from http://www.bsp.msu.edu/uploads/files/Reading_Resources/Defining_Reflection.pdf
  • Schön, D. A. (1983). The reflective practitioner. New York, NY: Basic Books.
  • Schulte, A. (2000, April). Using discussion in the student teaching seminar to facilitate transformation. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, LA.
  • Sensoy, O., & DiAngelo, R. (2009). Developing social justice literacy: An open letter to our faculty colleagues. Phi Delta Kappan, 90(5), 345–352. doi:10.1177/003172170909000508
  • Shandomo, H. M. (2010). The role of critical reflection in teacher education. School-University Partnerships, 4(1), 101–113. Retrieved from http://files.eric.ed.gov/fulltext/EJ915885.pdf
  • Skerrett, A., & Hargreaves, A. (2008). Student diversity and secondary school change in a context of increasingly standardized reform. American Educational Research Journal, 45(4), 913–945. doi:10.3102/0002831208320243
  • Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Sage handbook of qualitative research (3rd ed., pp. 443–466). Thousand Oaks, CA: Sage.
  • Taylor, M., & Coia, L. (2009). Co/autoethnography: Investigating teachers in relation. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 169–186). Rotterdam, The Netherlands: Sense Publishers.
  • Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York Press.
  • Wade, S., Fauske, J., & Thompson, A. (2008). Prospective teachers’ problem solving in online discussions. American Educational Research Journal, 45(2), 398–442. doi:10.3102/0002831207308224
  • Walker-Dalhouse, D., & Dalhouse, A. D. (2006). Investigating White preservice teachers’ beliefs about teaching in culturally diverse classrooms. Negro Educational Review, 57(1/2), 69–79.
  • Weisman, E. M., & Garza, S. A. (2002). Preservice teacher attitudes toward diversity: Can one class make a difference? Equity & Excellence in Education, 35(1), 28–34. doi:10.1080/713845246
  • Wengraf, T. (2001). Qualitative research interviewing: Semi-structured, biographical and narrative methods. Thousand Oaks, CA: Sage.
  • Yin, R. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
  • Zeichner, K. (1996). Teachers as reflective practitioners and the democratization of school reform. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 199–214). New York: Teachers College Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.