EDUC 450: Reading #3

Reflective Teaching and Educational Inquiry    

Last week’s article by Zeichner and Grant focused on reflection and highlighted not only the benefits of incorporating this practice, but emphasized its necessity in the field. Henderson’s article added to this idea through the examination of inquiry and its role in the classroom. Developing the habit of asking questions, altering habits, and questioning the purpose and authenticity of our actions is not enough. I agree with the article and its push to have teachers take the next step and put into action their reflections – that is to inquire and construct an external dialogue besides having an individual internal dialogue. As teachers, we should be always searching for methods that have the most impact on our students for both content delivery as well as societal and contextual circumstances. We are not able to design all of the methods that can be most effective on our own so the idea of a team approach seems intuitive. By inquiring with our colleagues and with our students, the diverse amounts of knowledge and ways in which it is explored can be expanded and enriched for both the student and teacher experience.

What’s Old is New Again!

                         

Clarke and Erikson’s historical account of the evolution of classroom and teacher inquiry supports the idea of inquiry needing to be at the forefront of education. After first attempting to examine the process of understanding through a research and scientific approach, all involved acknowledged the need for a more experiential concept. The history of education research itself indicates the need for teacher inquiry. Interactions with students and witnessing the change in understanding and behavior as a direct result of teacher inquiry produces ensure success for both the student and the teacher.

An element that especially caught my attention was the difference between “teacher knowing” and “teacher knowledge” as compared in the closing statements of the article. Once again, the concept of relational and instrumental understanding came to mind. If a teacher does not reflect and inquire into their practices, then they are acting as a conduit of information thus promoting instrumental understanding. While those teachers who actively seek information, are curious about their own actions and how to best interact and challenge their students, they begin to engage and promote rational understanding. Teachers themselves must model the type of understanding that they wish to encourage in their students.

Overall, the two articles created a link between reflection and inquiry. As beneficial as reflection can be to improving a teacher’s self awareness and habits, inquiry is the process that allows us to put into action what has been thought and challenge the reflexive practices.