Reflection through critical friendship: Promoting growth of teachers Academic Article

abstract

• This narrative inquiry draws on the longstanding collaborative work of the Portfolio Group (a cross-school, cross-institution teacher/teacher educator/researcher group) to explore the role of collaborative critical friendship in our groups reflective practice and the influence on our individual growth as teachers/teacher educators/researchers. Narrative methods were employed, aided by a conceptual frame of reflection, critical friendship, and optimal experience. Results and discussion highlight how teacher practice is enhanced and strengthened when teachers come together as critical friends to share stories of experience, to examine experiential currents, undercurrents, and riptides (i.e., plotlines, dilemmas, contexts, interactions, politics, etc.), and to provide meaningful feedback that supports colleagues professional growth.

authors

• Craig, Cheryl
• Curtis, Gayle

published proceedings

• FRONTIERS IN EDUCATION

altmetric score

• 8.33

author list (cited authors)

• Kelley, M., Curtis, G. A., Craig, C. J., Reid, D., & Easley, A.

citation count

• 0

complete list of authors

• Kelley, Michaelann||Curtis, Gayle A||Craig, Cheryl J||Reid, Donna||Easley, Annette

publication date

• November 2022

publisher

• Frontiers  Publisher

published in

• Frontiers in Education  Journal

keywords

• Critical Friendship
• Knowledge Communities
• Narrative Inquiry
• Optimal Experience
• Reflective Practice
• Teacher Collaboration

Digital Object Identifier (DOI)

• 10.3389/feduc.2022.1056471

start page

• 1056471

volume

• 7

URL

• http://dx.doi.org/10.3389/feduc.2022.1056471