Beyond Reflection: Teacher Learning as Praxis

Peter Hoffman-Kipp, Alfredo J. Artiles, Laura López-Torres

Research output: Contribution to journalReview articlepeer-review

56 Scopus citations

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 cultural-historical 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.

Original languageEnglish (US)
Pages (from-to)248-254
Number of pages7
JournalTheory Into Practice
Volume42
Issue number3
DOIs
StatePublished - 2003
Externally publishedYes

ASJC Scopus subject areas

  • Education

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