Teacher Reflection on Cultural Identity Through a Community of Practice
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lcjAbstract
This study explored how teachers can use a community of practice (CoP) to examine their cultural identities and critically reflect on their work with diverse students. Ten middle school teachers discussed culture, interrogated assumptions, and wrote reflective journals and texts while analyzing their pedagogy. Wenger’s (1998) social learning theory and Gay’s (2010) culturally responsive teaching framed the inquiry. Findings suggest that critical reflection within a CoP occurs as a process and leads to increased awareness of diversity that can result in a spectrum of personal and professional transformations. Results show collaborative critical reflection can lead teachers to develop more culturally responsive identities.
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