Deepening our reflectivity

Abstract

Abstract During the last 15 years, a body of literature has developed that centers around “teacher reflectivity.” Teachers reflect deeply on the biographical, political, and pedagogical influences that led them to become teachers and that influence their classroom practice. Advocates of teacher reflectivity claim that both preservice and inservice teachers can thereby improve their practice and deepen their understanding of themselves as teachers. Although biographical, political, and pedagogical reflectivity are powerful tools, teacher reflectivity would be even stronger if it included “spiritual reflectivity.” With spiritual reflectivity (with or without a formal religious commitment), teachers see themselves and their work as a teacher in the broader context of their unique commitment(s) to a transcendent power or process that includes biographical, political, and pedagogical influences, but also transcends them.