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Caribbean Journal of Education

Reflective Practice Democratic Approach to Teacher Professional Development?

Pages: 
79-102
Publication Date: 
April 1996
Issue: 
Abstract: 

This case study and critique focuses on the implications of reflective practice for the professional development of Caribbean educators. The main assumptions and principles of the democratizing potential of reflective practice are outlined and some critiques briefly reviewed. An overview of international and regional commentary on teacher professional development programmes is followed by a short description of an action research project which utilized the reflective approach to the professional development of multiculturalism and the teaching of history. Some contextual detail is also provided. Relevant findings are presented, and the limits and possibilities of reflective practice as a means of teacher empowerment are reappraised. Although the relationship between reflexivity, multiculturalism, and democratization is not ariomatic, the reflective approach provides interesting and challenging opportunities. The paper concludes with a practical suggestion for extending this approach in the professional development of Caribbean educators.

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