Transforming Teaching Practice: Becoming the critically reflective teacher

By B. Larrivee. 2000

758 citations recorded by the source corpus.

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Citations in the corpus

Student perceptions of continuous summative assessment (2006, background): “the role of the reflective practitioner, the module leader was interested to engage in critical reflection, observe and appraise the context, the effects and effectiveness of this new form of assessment and incorporate any necessary changes the following year (Schon, 1983; Rowntree, 1985; Larrivee, ”
Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education (2019, background): “According to Larrivee [44], these elements are fundamental for the training of reflective teachers who are critical and capable of learning throughout their lives.”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “The role of reflection in teacher development has been acknowledged for some time (see Larrivée, 2000; Korthagen, Kessels, Koster, Lagerwerf, & Wubbels, 2001; Rodgers, 2002).”
Using Video to Develop Skills in Reflection in Teacher Education Students. (2014, background): “their practice to fit particular teaching contexts and perhaps develop new strategies, might be considered the point at which they have become reflective practitioners (Larivee, 2000).”
Development of a tool to assess teachers’ level of reflective practice (2008, methodology): “Vol. 9, No. 3, August 2008, 341–360 ISSN 1462-3943 print/ISSN 1470-1103 online © 2008 Taylor & Francis DOI: 10.1080/14623940802207451 http://www.informaworld.com Development of a tool to assess teachers’ level of reflective practice Barbara Larrivee*”
Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “Whilst ‘shaking up’ established practices can be a risky business, this risk can be minimised if coaches are given ways to engage with their peers that are invitational as opposed to confrontational (Larrivee, 2000).”
Multiplying perspectives and improving practice: what can happen when undergraduate students collaborate with college faculty to explore teaching and learning (2014, background): “Being reflective “encompasses both the capacity for critical inquiry and for self-reflection” (Larrivee, 2000, p. 294).”
Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, background): “Critical re ﬂ ection ‘ merges critical inquiry, the conscious consideration of the ethical implications and consequences of teaching practice, with self-re ﬂ ection, deep examination of personal beliefs, and assumptions about human potential and learning ’ (Larrivee, 2000, p. 293).”