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Critically Reflective Teaching

Acts of teaching are grounded in assumptions teachers hold—assumptions which have a mix of sources: what trusted mentors tell teachers, what they read in texts on teaching, what professional preparation educates teachers to believe, and teacher’s observations of students’ behaviors. Critically reflective teaching occurs when teachers intentionally and continually check their various assumptions by viewing them through students’ eyes, colleagues’ perceptions, personal experiences as teachers and learners, and the lens of theory or research. Using these different lenses allows teachers to uncover when and how certain teaching practices work and when they need to work in different ways to achieve their objectives. Without critical reflection, teachers risk making judgments and taking actions that are not grounded in an accurate understanding of learning environments. This entry ...

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