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	Teaching to change in world language classrooms: qualifying shifts in instructional behaviors and motivation through narrative self-study and reflective practice Access this item. Title Teaching to change in world language classrooms: qualifying shifts in instructional behaviors and motivation through narrative self-study and reflective practice Author Wright, Thomala Cathrine Published 2009 Subjects Reflective teaching Self study of teaching and teacher education practices Classroom environment Teacher-student relationships Reflective learning Language and languages -- Study and teaching Location Archives LB1025.3.W75 2009 Notes Thesis (Master of Education in World Language Instruction)--Concordia College (Moorhead, Minn.), 2009. Rights Management Copyright owned by Thomala Cathrine Wright. Language English Abstract Reflective practice has been a tool utilized primarily to assist in preparing pre-service educators to enter the classroom; however, recent trends characterize reflective practice as a naturalistic approach that can guide practicing educators in implementing positive and sustainable changes within the classroom dynamic. Through the vehicle of narrative self-study, this paper demonstrates how reflective practice allowed me as an educator to constructively reengage challenges encountered in the classroom and the inevitable dilemmas of teaching life. This paper analyzes the use of reflective practice as a method of critical reframing in order to merge retrospect with active learning scenarios that facilitate growth within the educator. Through the scope of reflective reengagement, I was able to facilitate positive changes within the classroom dynamic that directly impacted the teacher to student and student to student relational dynamic. The findings demonstrate how educators, through reflective practice, can become agents of change who cultivate reflective classrooms and hence, reflective learners. External Resource http://plus.mnpals.net/vufind/Record/007105151/Holdings/TRC
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