TY - JOUR
T1 - Beyond Reflection
T2 - Teacher Learning as Praxis
AU - Hoffman-Kipp, Peter
AU - Artiles, Alfredo J.
AU - López-Torres, Laura
N1 - Funding Information:
The second author acknowledges the support of the National Center for Culturally Responsive Educational Systems (NCCRESt) under grant #H326E020003 awarded by the U. S. Department of Education’s Office of Special Education Programs. Address correspondence to Alfredo J. Artiles, Peabody College, Box 328, Vanderbilt University, Nashville, TN 37203.
PY - 2003
Y1 - 2003
N2 - 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.
AB - 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.
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U2 - 10.1207/s15430421tip4203_12
DO - 10.1207/s15430421tip4203_12
M3 - Review article
AN - SCOPUS:0141987707
SN - 0040-5841
VL - 42
SP - 248
EP - 254
JO - Theory Into Practice
JF - Theory Into Practice
IS - 3
ER -