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.

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