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”Doing as I Do“: The Role of Teacher Educator Self-Study in Educating for Reflective Inquiry

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Handbook of Reflection and Reflective Inquiry

Abstract

Urban schools in the US are rapidly changing institutions due to demographic changes. These changes present many new challenges for teachers. As a nation, we must respond so that our educational system meets the needs of our changing student population. The approach that we describe in this chapter to address this challenge involves preparing and supporting teachers with the knowledge, skills, and dispositions to change their practice as needed by their changing circumstances. Teachers who have the ability to engage in collaborative reflective inquiry are well situated to learn and understand the context within which they work and make adjustments in their practice as needed. The ultimate goal of the project is to help teachers provide learning opportunities that will lead to equitable and excellent outcomes for all students.

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Authors and Affiliations

  1. Mills College, University of Kansas, Oakland, CA, USA

    Vicki Kubler LaBoskey

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  1. Vicki Kubler LaBoskey
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  2. Mary Lynn Hamilton
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Correspondence to Vicki Kubler LaBoskey .

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Editors and Affiliations

  1. Dept. Education, University College Cork, Donovan's Road, Cork, Ireland

    Nona Lyons

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LaBoskey, V.K., Hamilton, M.L. (2010). ”Doing as I Do“: The Role of Teacher Educator Self-Study in Educating for Reflective Inquiry. In: Lyons, N. (eds) Handbook of Reflection and Reflective Inquiry. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-85744-2_17

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