Critical reflection: A source ofWonderful ideas for changing classroom practices

  • Dorian A. Barrow


Many influential factors have been found describing what teachers do when they implement an elementary science program and how they are able to change what they think and do. Teachers think of teaching in terms of salient roles which are conceptualized in terms of images. Embedded within images are beliefs, and the values associated with particular beliefs about their roles as teachers often determine what is done in a specific context. This study took a close look at how a particular teacher in a Florida school conceptualized her role while implementing an elementary school science curriculum. This report delineates some of the underlying values associated with particular beliefs the teacher held about the teaching (and learning) of reading. It also delineates how those beliefs changed when she personalized and constructed new visions of her role as teacher through critical reflection. That reflection lead to her having a Wonderful Teaching Idea about how manipulative and observational science activities may both bind traditionally discrete subject matter into a single experience and also challenge traditional teaching methods and bring old beliefs about teaching and the curriculum into question, thereby effectively integrating science and language teaching.


Critical Reflection Elementary School Teacher Teacher Change Traditional Teaching Method Scarce Commodity 


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Copyright information

© Springer Netherlands 1991

Authors and Affiliations

  • Dorian A. Barrow
    • 1
  1. 1.Department of EducationUniversity College of BelizeBelize

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