The author argues for a clear definition of teacher reflective practice that synthesizes newer theoretical perspectives. Social context and teacher practice are discussed to build a definitive benchmark that seems useful to support a more collaborative approach to teacher reflective practice today, including in the context of the pandemic.
"K–12 Teacher Reflective Practice in (Pandemic) Context,"
New Jersey English Journal: Vol. 10, Article 15.
Available at: https://digitalcommons.montclair.edu/nj-english-journal/vol10/iss2021/15