The Reflective Practitioner and Teacher Education: an answer to critics

Abstract

This article is an attempt to answer some of the criticisms of the notion of reflective practice in teacher education. It is argued that in a democratic society personal autonomy is an important ideal of education, including teacher education, and that therefore the notion of reflective practice should have a central place. The relationship between autonomy and the reflective self is clarified with reference to different models of the self. In the light of this, the purpose of teacher education for autonomy is defined in terms of the nature of the committed as well as the reflective aspects of the self. The argument is further illustrated and elaborated by examining Schb'n's attempt to reintellec‐tualize professional practice through an analysis of the reflective practitioner as artist. In addition to facilitating self‐analysis and reflection, teacher education should raise awareness of the need to produce and reproduce the milieu of democratic reform. In conclusion, the role of the disciplines is reviewed as a resource for pursuing the goal of autonomy in teacher education.     

Teacher as Conceptual Artist

Teachers in arts education frequently struggle with their professional identity. When asked, arts teachers often answer that they believe that their main responsibility is education at the expense of understanding themselves as artists. The Mexican‐American artist and teacher Jorge Lucero questions whether an occupation as teacher necessarily impedes a creative practice. The finding that both progressive pedagogy and conceptual art share certain characteristics forms the basis for his concept of ‘teacher as conceptual artist’. In short, Lucero proposes that a teacher’s practice, in and beyond the classroom, simultaneously can be his or her creative practice. This qualitative intervention study explored whether or not the concept of teacher as conceptual artist holds the possibility to narrow down the gap between teacher and artist identities. The intervention consisted of a three‐day project led by Lucero in which nine arts teacher students were familiarised with modes of operation as a conceptual artist. In the three following months, these students implemented lessons in primary and secondary education based on those modes. Prior to the project, ‘elicitation‐interviews’ were used to explore how students perceived their professional identity and at the end of project semi‐structured interviews were conducted. The findings suggest that through the modes of operation as a conceptual artist, students who mainly identified as an artist were able to integrate a teacher identity in their artist identity, but the modes of operation also gave students who withheld their artist identity from the classroom an opportunity to live their artist identity in the classroom.     

Summary of Development as a Reflective Practitioner

Reflection is considered crucial and widely used in educational setting to help teachers to question their teaching practice and promote their professional development.Be a reflective practitioner is very important both for inservice and preservice teachers.Through reflecting on routine teaching practices,teachers can identify the strengths and weaknesses of each session and make improvements upon the inadequacies so that to promote and enhance professional development and practice.In this article,a reflective teacher presents her developing process as a reflective practitioner which is encouraging and inspiring to provide other practitioners in the similar context with a different perspective and reference.     

成为文化理解型反思性实践者:教师角色的新定位

文化理解型反思性实践者是教师反思性实践与文化理解融合生成的一个概念,它揭示了教师反思实践的文化理解性特征和教师文化理解的实践反思性特征。成为文化理解型反思性实践者,是多元文化时代对教师角色的客观要求。具有多元文化协同共生的文化目的理念,养成对文化偏见或文化前理解的批判反思习惯,具备一定的文化引导转换与文化共同体构建能力,是教师作为文化理解型反思性实践者的基本素养。阐释这一概念有助于重新理解教师的教学实践与角色定位,为教师发展、学生成长和理论研究提供新的视点。     

“行动研究”模式与学者型外语教师的培养

教学行动研究过程是教师职业发展的核心。“行动研究”模式以培养未来教师的创新精神和课堂教学研究能力为目的 ,有效地解决师资培训领域理论与实践相脱离的问题     

教师教育中的反思性实践

本文试从哲学上的“反思”谈起,进而从几个不同的方面论述教师教育中的反思性实践,包括:反思性实践的由来;反思性实践的突出特点——突破理论与实践二元分裂的传统;教师的实践知识和实践智慧;并在此基础上揭示反思性实践对于教师专业成长的意义。     

批判反思型教师的反思实践方法

批判反思型教师以自己的职业活动为思考对象，对其进行审视和分析。通过对批判反思的涵义与溯源进行探讨，揭示了批判反思的本质、过程与核心。并主要从四个不同视角介绍了批判反思的实践方法，展示了一般教师成长为批判反思型教师的学习变化过程。     

走向反思型教师培养的高师教育

反思型教师是不断追求教育的善的教师.他们不仅具有教育教学的知识和技能,而且具有不断反思探究以提升教育实践合理性和自身素养的意识和能力.培养反思型教师既是人们对教师所从事的职业活动——教育教学活动复杂性认识的结果,也是今天社会与教育改革的现实要求.作为教师教育链条上基础性的一环,高师教育应转变培养范式,从德性养成和理性提升两方面为反思型教师奠定素质基础.     

做反思型教师

人并非是生活在被理论所包裹起来的真空中,如果我们要真正去认识教育和理解教育,恐怕唯一的出路还是要回归日常生活,在教育的日常琐碎中去洞见和理解教育的各种真相,包括宏大叙述是如何以一种霸权的方式去形塑人的生活,规训人的精神,乃至构成对人的身体的压制。这一自下而上的分析路径,其旨趣并非仅仅是所谓的解构,而是在解构中的建构。从本期开始,本刊将在“热点与冰点”栏目中开辟一个小版块———聚焦教育的日常生活,把评析视点转向我们每个人习以为常的教育日常生活,希望以此来唤起大家对诸多教育命题的思索。     

试析教师作为课程实施者的角色意识

教师作为课程实施者，是影响课程实施的核心因素，他应当具有研究意识、生成意识、主体意识、课程资源意识和反思意识，唯有具备这些角色意识，才能更好地促进课程实施。     

Developing a Reflective Practitioner Through the Connection Between Educational Research and Reflective Practices

This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms. These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum outside the context of methods courses, much like models established in the sciences.     

The Use of Reflective Journals in Initial Teacher Training

The intention of this article is to examine the role of reflective journals in Initial Teacher Training courses, and, in particular, how they can enable students to develop critical independence for professional self-appraisal. It explores the value of journal writing in the process of learning about teaching by reproducing an edited extract of one PGCE (Post-Graduate Certificate in Education) student's course journal, and by offering both a student's and a tutor's perspective of the significance of the journal.     

Becoming a Reflective Practitioner in the Age of Accountability

Drawing on Zeichner's levels of reflection (Liston and Zeichner 1996 Liston, D. and Zeichner, K. 1996. Reflective teaching: An introduction, Mahwah, NJ: Lawrence Erlbaum Associates, Inc..  [Google Scholar]), this study uses a fine-grain analysis of portfolio entries to describe the reflective practice of a cohort of preservice secondary education teachers as they student teach, participate in a student teaching seminar, and prepare the Vermont Licensure Portfolio. The paper raises questions about the tension between satisfying state mandates while facilitating critical reflection among preservice teachers and recommends a broader curriculum for teacher education programs to further develop preservice teachers' critical reflection.