ABSTRACT

This study explores the experience of leaders and teachers in two Australian primary schools who were seeking more effective ways to respond to students with challenging behaviours and improve their classroom climates. The schools implemented a form of critical reflection as a strategy to understand their experiences, beliefs and practices within the social and cultural context of a school. School leaders and teachers adopted the Reflective Circle Education Model, a group process of reflective circles to explore their reactions to specific school experiences in order to generate new practices that might bring classroom change. After six reflective circles, staff were interviewed and they reported increased mutual support and validation from peers, and a deeper understanding of the values and assumptions that influenced their actions and reactions. As a result, staff also reported reduced stress and improved classroom climates.

摘要

本研究探讨了澳大利亚两所小学的领导和教师的经验，他们正在寻求更有效的方法来应对具有挑战性行为的学生并改善他们的课堂气氛。学校实施了一种批判性反思形式，作为一种策略，以了解他们在学校社会和文化背景下的经历、信仰和做法。学校领导和教师采用反思圈教育模式，这是一个反思圈的集体过程，探索他们对特定学校经历的反应，以产生可能带来课堂变革的新实践。经过六个反思圈后，工作人员接受了采访，他们报告说，同行之间的相互支持和认可有所增加，并且对影响他们行动和反应的价值观和假设有了更深入的了解。