Stepping Back to Step Forward: Reflection in a Community of Practice

Autor/inn/en	Nordlund, Carrie Y.; Hovanec, Julia L.
Titel	Stepping Back to Step Forward: Reflection in a Community of Practice
Quelle	In: Art Education, 76 (2023) 3, S.8-14 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nordlund, Carrie Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2023.2167384
Schlagwörter	Reflective Teaching; Communities of Practice; Art Teachers; Preservice Teachers; Cooperative Learning; Educational Strategies; COVID-19; Pandemics; Pennsylvania + Suchen Sie Ihr Suchwort? Community; Art teacher; Kunsterzieher; Kunsterzieherin; Kooperatives Lernen; Lehrstrategie
Abstract	Teaching is a complex collection of creative actions with ongoing consequential choices and decisions; therefore, it necessitates educators' ongoing reflection. As educators who currently serve art teacher candidates at Kutztown University of Pennsylvania, a small public university in the rural Northeast, the authors constantly seek to rework themselves and expand their lens on the world, and they continuously think about how they might inculcate reflection as a habit of mind in their teacher candidates who are embarking on a lifetime of collaborative learning. Within the pandemic's uncertainty and daily onslaught of the unforeseen, they noticed teacher candidates finding it challenging to step back and reflect. This climate was an opening for reflection as a means for sensemaking. The teacher candidates' reflections easily moved away from asset-based introspection to negative feelings such as regret and judgment. This facilitated the need to house and support their acts of reflection in a community of practice, a safe home to debrief and unpack in, with, and through a cohort of others. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01