Reframing one's teaching: Discovering our teacher selves through reflection and inquiry

By A. Freese. 2006

275 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/184d631ed17f859458cf54fcff85e005723dfc3b

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Citations in the corpus

Reflection in teacher education: issues emerging from a review of current literature (2015, background): “Freese (2006) shows that reflection is essential to teachers who are discovering themselves.”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “Existing literature often emphasises the importance of reflective inquiry in teacher education programme so that teacher identity is explicitly addressed (Walkington 2005; Freese 2006).”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “Freese (2006) is particularly interested in allowing student teachers to discover their ‘teacher selves’ (p. 100) through reflection and practice, and Smagorinsky, Cook, Moore, Jackson, and Fry (2004) emphasize the importance of placing students in teaching contexts that provoke tensions to…”
The interplay of possible language teacher selves in professional development choices (2013, background): “Given the overall lack of teaching self-efficacy in this context, the implications are that if the supportive capacity of power to improve is present, the end result will be teachers choosing to participate in CTD in order to attain greater levels of teaching selfefficacy (Freese, 2006).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “Freese (2006) proposed that preservice teachers be introduced to a discovery model that allows them to examine teaching through reflection and inquiry, whereas Beverly, Santos, and Kyger (2006) emphasized the importance of explicit and deliberate scaffolding to integrate professional dispositions…”
Examining pre-service teacher competence in lesson planning pertaining to collaborative learning (2012, background): “Anticipatory reflection in teacher education Internationally, many researchers have pointed to the importance of reflection as a standard professional disposition of teachers (Schön 1983, Van Manen 1995, Freese 2006).”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “Teacher education literature has consistently acknowledged that the systematic examination of their teaching helps student teachers understand their shifting self-development (e.g. Freese, 2006; Korthagen, 2004).”
Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007, background): “The focus on the retrospective views of reXection, or analytical remembering, with its emphasis on what has gone before (not what will come in the future, what Freese (2006) calls anticipatory reXection), means that “teacher education currently concentrates on memory with the result that little at”