Saving Grace, Ourselves, and Profession: What It Means to Be a Reflective Practitioner in the 21st Century

This qualitative case study explored the perspectives of two high school teachers who approach their work as reflective practitioners, capable of thinking deeply about systemic issues and teachers' work lives. Our research questions included: 1) how do the conditions of schooling influence an i...

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Bibliographic Details
Published in:The Professional educator 2020-01, Vol.43 (1), p.14-24
Main Authors: Burbank, Mary D, Darling, Ann, McLeran, Andrew, Ward, Mary
Format: Article
Language:English
Subjects:
21st century
Case studies
Classrooms
Curricula
Data Analysis
Education
Educational Legislation
Federal Legislation
High School Teachers
Professional relationships
Quality standards
Reflective Teaching
Schools
Teacher Administrator Relationship
Teacher Evaluation
Teacher Morale
Teachers
Teaching
Teaching Conditions
Urban Schools
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Summary:This qualitative case study explored the perspectives of two high school teachers who approach their work as reflective practitioners, capable of thinking deeply about systemic issues and teachers' work lives. Our research questions included: 1) how do the conditions of schooling influence an intellectual approach to teachers' work?; 2) how do narrowly defined evaluations of educators' work impact teacher morale?; and 3) how do differences in the work of teachers and administrators catalyze division with a school culture? Data illustrate the influence of professional landscapes and unearth how lessthan-satisfying conditions are expressed in environments devoid of discourse that fosters an intellectual approach to teachers' work. Findings specifically address solutions and recommendations for supporting teachers through structures for dialogue and action.
ISSN:0196-786X
2162-6618