Co-Creating Spaces for Reflective Practice in Teacher Education

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Author(s): Nuria Alonso Garcia (Providence College, USA)and Sarah Elizabeth Campbell (Providence College, USA)
Copyright: 2024
Pages: 26
Source title: Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators
Source Author(s)/Editor(s): Susan R. Adams (Butler University, USA)and Angela Breidenstein (Trinity University, USA)
DOI: 10.4018/978-1-6684-7270-5.ch005

Keywords: Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science / Teacher Education

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Abstract

Reflective practice enables educators to engage in self-examination of personal narratives and potential implicit bias that might impact their engagement with the learning communities they serve. Reflective practice informed by critical pedagogies supports educators in fostering learning spaces that affirm diversity, cultivate intellectual and personal growth, and invite community voices. Reflective practice work is grounded in deep trust, reciprocal mentorship, and a shared commitment to culturally sustaining education. As part of the Reflective Practice in Teacher Education project, the authors designed and discussed teaching for critical consciousness resources and reflective practice modules that allowed PreK-12 educators to delve into identity, implicit biases, culture, privilege, and resilience through a variety of methodologies (including dialogue, eloquent listening, journaling, mindfulness, portraiture).

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Co-Creating Spaces for Reflective Practice in Teacher Education

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