Transforming Teaching Practice: Becoming the critically reflective teacher
Transforming Teaching Practice: Becoming the critically reflective teacher
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转变教学实践：成为批判性反思的教师
DOI：
10.1080/713693162
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发表时间：
2000
影响因子：
1.2
通讯作者：
B. Larrivee
中科院分区：
文献类型：
--
作者：
B. Larrivee
本文提出了一个概念化发展为批判性反思性教师的框架。笔者认为批判性反思是反思性实践者的显著特征。这里发展的术语批判性反思包括批判性探究、对教学实践的伦理含义和结果的有意识的考虑、自我反思、对个人信念的深刻审视以及对人类潜力和学习的假设。讨论了发展批判性反思的基本实践。本文定义了反思性实践的基本过程。教师的信念是自生自灭的，而且往往是不受挑战的。除非教师养成批判性反思的习惯，否则他们会陷入未经检验的判断、解释、假设和期望之中。将教学视为反思性的实践者，需要将个人信念和价值观灌输到职业认同中，从而形成一种深思熟虑的行为准则。
This article proposes a framework for conceptualizing developing as a critically reflective teacher. The author posits that critical reflection is the distinguishing attribute of reflective practitioners. The term critical reflection as developed here merges critical inquiry, the conscious consideration of the ethical implications and consequences of teaching practice, with self-reflection, deep examination of personal beliefs, and assumptions about human potential and learning. Essential practices for developing critical reflection are discussed. This article defines processes fundamental to reflective practice. Teacher beliefs are self-generating, and often unchallenged. Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves infusing personal beliefs and values into a professional identity, resulting in developing a deliberate code of conduct.