ABSTRACT This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers’ responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension between focusing on creating community and focusing on Jewish content, and thinking explicitly about how intention can influence teaching practices. The relational aspect of this reflective practice creates a safe space for experimenting with teaching practices and allows us to shift our gaze from a problem-solving approach toward a more inquiry-based stance.

中文翻译：

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结构化反思练习与教师探究

摘要 本研究探讨了改革公理学校教师的结构化反思实践如何促进教学中的关系发展和探究立场的发展。对教师对每周课堂体验提示的反应的分析揭示了三个突出的主题：作为探究的课堂管理、专注于创建社区和专注于犹太内容之间的紧张关系，以及明确思考意图如何影响教学实践。这种反思实践的关系方面为试验教学实践创造了一个安全的空间，并使我们能够将目光从解决问题的方法转向更基于探究的立场。