Genor (2005) proposed a framework for teacher reflection that included three stages of reflection: Unproblematized reflection, problematized reflection and critically problematized reflection. This study built upon Genor’s (2005) framework. The researchers of this current study taught English as a second language (ESL) coursework over two semesters to inservice educators. Analysis of participants’ course documents and instructional artifacts revealed factors that contributed to changes in beliefs and professional practices in teaching multilingual students. These factors included teachers’ (1) capacity to identify one’s biases and assumptions, (2) perceived purposes for incorporating students’ native languages and cultures in instruction, (3) levels of self-efficacy, and (4) a willingness to break through one’s cultural encapsulation to implement more culturally and linguistically responsive teaching practices.
Kathryn Brooks, Katya Karathanos, and Susan Adams. "Looking Within: Teacher Critical Self-Reflection on Language and Cultural Integration in Multilingual Schools" American Educational Research Association (AERA) Annual Meeting (2015).