Achieving Praxis for TESOL Educators: A Reflective Self-Checklist to Support Culturally Sustaining Practices

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Author(s): Samantha Jungheim (University of Southern California, USA)and Jacqueline Vega López (University of Southern California, USA)
Copyright: 2022
Pages: 27
Source title: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Source Author(s)/Editor(s): Jenifer Crawford (University of Southern California, USA)and Robert A. Filback (University of Southern California, USA)
DOI: 10.4018/978-1-7998-8093-6.ch013

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

Shifting educational landscapes have revealed a need for structured critical reflection. While research on culturally responsive teaching practices and critical reflection prompts exist, there is little in the way of short, synthesized resources for busy educators who desire to change systems of inequity. The authors of this chapter have developed the TESOL educator reflective self-checklist (TERS) for on ground and online educators that utilizes recent research on motivation to activate critical reflection and further culturally sustaining classroom practices. This chapter expands on the evidence and development of this reflective checklist, implementation of the checklist, and provides vignettes of the checklist in use.

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Achieving Praxis for TESOL Educators: A Reflective Self-Checklist to Support Culturally Sustaining Practices

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