Cambridge Journal of Education
Since the early 1980s educators have argued that reflection is an essential dimension of good pedagogical practice. This discussion of my attempt to support a constructivist approach to learning for three different groups of learners illustrates one effort to engage in such reflection. I analyze several assignments I have designed for differently positioned learners, all within the context of a liberal arts college in northeastern USA. Referring to the assignments I have developed in each context, I analyze the particular kinds of structures, challenges and supports I try to provide to learners, with the goal of surfacing the convictions I hold about learners' identities and capabilities. My intention is to identify underlying pedagogical principles that inform my practice across contexts, not only to make it clearer for myself and others what guides that practice but also, in an effort to acknowledge the evolving and interdependent nature of this work, to articulate the new challenges this analysis poses for me.
This is an Author's Accepted Manuscript of an article published as Alison Cook-Sather, "Returning to the Mirror: Reflections on Promoting Constructivism in Three Educational Contexts," Cambridge Journal of Education 38, no. 2 (2008), 231-245, © 2008 Taylor and Francis, available online at http://www.tandfonline.com/10.1080/03057640802063460.
Cook-Sather, Alison. "Returning to the Mirror: Reflections on Promoting Constructivism in Three Educational Contexts." Cambridge Journal of Education 38, no. 2 (2008): 231-245.