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ERIC Number: EJ1219602
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1524-4113
Structured Reflective Practice and Teacher Inquiry
Weikel, Alison
Journal of Jewish Education, v85 n2 p116-135 2019
This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers' responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension between focusing on creating community and focusing on Jewish content, and thinking explicitly about how intention can influence teaching practices. The relational aspect of this reflective practice creates a safe space for experimenting with teaching practices and allows us to shift our gaze from a problem-solving approach toward a more inquiry-based stance.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio