Critical Reflection, Asking Better Questions: Understanding the Phenomenon of Critical Reflection through the Experiences of Three 4Cs Educators
Critical reflection is a vital 21st-century capacity required by students to navigate their increasingly complex world, yet many educators experience uncertainty when attempting to conceptualise this phenomenon. This study originated in response to this need and to elucidate the relationship between critical reflection and questioning, through the experiences of 4Cs educators working within an Australian primary school. A phenomenological case study involving three teacher participants was designed to explore their experiences as they implemented Jefferson and Anderson’s (2017) teaching tool, the critical reflection crucible, in their respective classrooms. Qualitative data was collected using semi-structured interviews and analysed using Interpretive Phenomenological Analysis [IPA]. The findings in this sample reveal a strong correlation between teacher questioning and students’ ability to critically reflect during learning. Although participants encountered difficulty when defining critical reflection, a clearer image of how this phenomenon manifests during learning emerged from the appraisal of their transformative classroom experiences.
Copyright (c) 2022 Vasiliki Papaefstathiou, Alison O'Grady
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