Faculty Publications
Talking Teaching And Learning: Using Practical Argument To Make Reflective Thinking Audible
Document Type
Article
Journal/Book/Conference Title
Action in Teacher Education
Volume
19
Issue
4
First Page
88
Last Page
101
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.
Department
Department of Educational Psychology and Foundations
Department
Department of Curriculum and Instruction
Original Publication Date
1-1-1998
DOI of published version
10.1080/01626620.1998.10462894
Recommended Citation
Boody, Robert; East, Katheryn; Fitzgerald, Linda M.; Heston, Melissa L.; and Iverson, Annette M., "Talking Teaching And Learning: Using Practical Argument To Make Reflective Thinking Audible" (1998). Faculty Publications. 3906.
https://scholarworks.uni.edu/facpub/3906
