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Developing and Supporting Critically Reflective Teachers: Diverse Perspectives in the Twenty-First Century

Developing and Supporting Critically Reflective Teachers: Diverse Perspectives in the Twenty-First Century

Hernandez, Frank; Endo, Rachel K

This collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms. The contributors have carefully thought about how learning and teaching are complex processes that involve significant ethical, moral, and social responsibilities. While they do not offer easy answers to the complex challenges that teachers negotiate on a daily basis, their willingness to share their concerns, experiences, and lesson learned offer timely perspectives about the possibilities and promise of using critical reflection as a means to challenge and close persistent academic, equity, and opportunity gaps that disproportionately and persistently impact students from underserved populations. The editors offer strategies for developing and supporting critically reflective teachers with a focus on transforming PK-12 and teacher education through an equity-centric lens. They contend that aspiring and earlier-career teachers greatly benefit from employing critical reflection in their daily lives to not only survive but to also thrive in an increasingly complex sociopolitical climate. Additional resources and guiding questions are included with specific foci on teacher educators and other major decision-makers in PK-12 education who are directly involved with the education, professional development, and socialization of early-career teachers

eBook, Electronic resource, Book. English. Electronic books.
Published Netherlands : SensePublishers 2017
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Details

Statement of responsibility: edited by Frank Hernandez and Rachel Endo ; foreword by H. Richard Milner IV
ISBN: 9463009868, 9789463009867
Note: Online resource; title from PDF title page (EBSCO, viewed April 24, 2017).
Note: Includes bibliographical references.
Physical Description: 1 online resource (xii, 112 pages)
Other Number: 10.1007/978-94-6300-986-7
Subject: Reflective teaching.; Culturally relevant pedagogy.; EDUCATION Administration General.; Critical thinking.; EDUCATION Organizations & Institutions.
Local note: eBooks on EBSCOhost EBSCO eBooks for FE Collection (UK)

Contents

  1. TABLE OF CONTENTS
  2. FOREWORD
  3. REFERENCE
  4. ACKNOWLEDGEMENTS
  5. From Frank Hernandez
  6. From Rachel Endo
  7. 1. DEVELOPING AND SUPPORTING CRITICALLY REFLECTIVE TEACHERS
  8. INTRODUCTION
  9. DEVELOPING CRITICALLY REFLECTIVE TEACHERS
  10. CREATING A DISTINCT EXPERIENCE FOR BEGINNING TEACHERS
  11. FRAMEWORK AND METHOD
  12. CRITICAL REFLECTION AS SOCIALLY RESPONSIBLE PRACTICE
  13. A BRIEF NOTE ON TERMINOLOGY
  14. REFERENCES
  15. 2. CRITICAL REFLECTION: Making Connections to Past Experiences
  16. INTRODUCTION
  17. A CRITICAL INCIDENT-LEARNING ABOUT RACIAL IDENTITY
  18. HOW MY IDENTITY AS A WHITE TEACHER INFLUENCES MY TEACHING
  19. WHY RACE MATTERS.
  20. AUTHENTIC LEARNING: WHAT I SHOULD HAVE DONE WITH TONYHOW CRITICAL REFLECTION HAS CHANGED MY TEACHING
  21. REFERENCES
  22. 3. CELEBRATING "NOT THE WAY TO SAY IT": Embracing Students as Critical Thinkers and Writers
  23. INTRODUCTION
  24. NO SECRETS ALLOWED
  25. SPILLING OUR HEARTS OUT ON PAPER
  26. CONCLUSION
  27. REFERENCES
  28. 4. A JOURNEY TOWARD CRITICAL REFLECTION: Into the World of Culturally Responsive Teaching
  29. INTRODUCTION
  30. BECOMING WHITE
  31. GAINING PERSPECTIVES ON POWER AND PRIVILEGE AS A WHITE WOMAN
  32. INTERROGATING ASSUMPTIONS AND EXPECTATIONS
  33. WHITE TEACHERS RECOGNIZING OUR UN/CONSCIOUS BIASES.
  34. "DOING" THE WORK OF CULTURALLY RESPONSIVE PRACTICEFINAL THOUGHS
  35. REFERENCES
  36. 5. TEACHING TO CHANGE OURSELVES AND OUR SOCIETY
  37. INTRODUCTION
  38. WHAT (AND WHO) IS EDUCATION REALLY FOR?
  39. CHALLENGES AND RESISTANCE TO SOCIAL CHANGE
  40. CREATING AFFIRMING, TRANSFORMING, AND VALIDATING SPACES
  41. CONCLUSION
  42. REFERENCES
  43. 6. FOSTERING A GROWTH MINDSET
  44. INTRODUCTION
  45. MY JOURNEY
  46. FROM THEORY TO PRACTICE: FOSTERING A GROWTH MINDSET IN THE CLASSROOM
  47. CONCLUSION
  48. REFERENCES
  49. 7. HOME VISITS, CRITICAL REFLECTION, AND OTHER VALUABLE LESSONS: Becoming a Culturally Competent Teacher
  50. INTRODUCTION.
  51. LEARNING ABOUT OTHERS AND SELF THROUGH STORIESMY JOURNEY AND STORY
  52. UNDERSTANDING CULTURAL CONTEXTS
  53. PREPARING FOR HOME VISITS
  54. THE HOME VISITS-IN SOCIOCULTURAL CONTEXTS
  55. HOW HOME VISITS IMPACTED MY TEACHING: CRITICAL REFLECTIONS
  56. CONCLUSION
  57. REFERENCES
  58. 8. IMPLICATIONS FOR PRACTICE AND THEORY
  59. TEACHING IN AN INCREASINGLY COMPLEX AND CONTESTED LANDSCAPE
  60. EMERGENT THEMES
  61. THE NEED TO TRANSFORM TEACHER EDUCATION
  62. Frank
  63. Rachel
  64. FUTURE DIRECTIONS AND DISCUSSIONS
  65. GUIDING QUESTIONS FOR TEACHER-PREPARATION PROGRAMS
  66. GUIDING QUESTIONS FOR DISTRICTS AND SCHOOLS
  67. FINAL REMARKS
  68. REFERENCES.
  69. ADDITIONAL READINGSAchievement and Opportunity
  70. Critical Studies of Ethnicity and Race
  71. Curriculum and Instruction
  72. Language and Literacy Education
  73. Identity and Intersecting Identities
  74. Reflective Practice.