The Power of Praxis: Critical Thinking and Reflection in Teacher Development

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Author(s): Sandra L. Guzman Foster (University of the Incarnate Word, USA)and Stephen J. Fleenor (Seidlitz Education, USA)
Copyright: 2021
Pages: 16
Source title: Research Anthology on Developing Critical Thinking Skills in Students
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3022-1.ch066

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

This chapter introduces the concept of infusing critical thinking and reflection as part of professional development for teachers, as well as provides recommendations for schools to promote critical thinking and reflection as part of teachers' daily practice. Constructs, such as problem posing and dialogue, are introduced to provide examples of promising practices to consider implementing as a means to enhance critical thinking and reflection amongst teachers when participating in professional development. Additionally, professional learning communities and self-directed professional development are introduced as spaces for teachers to practice these constructs to transform their praxis. Providing opportunities for critical thinking and reflection is one of many steps schools and districts must take, to bring about the positive change required for future success of the education system.

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