The Reflective Practitioner and the Curriculum of Teacher Education

Abstract

In this paper three different meanings ascribed to reflective teaching are examined. The first, Cruikshank's Reflective Teaching Model, sees reflective teaching as the ability to analyze one's own teaching practices. Schon's "Reflection in Action," on the other hand, argues that the professional practitioner is one who can think while acting and thus respond to the uncertainty, uniqueness, and conflict involved in the situations in which professionals practice. The third perspective toward reflective teacher education, the work of Zeichner, posits three levels of reflection: technical elements, situational and institutional contexts, and moral and ethical issues. The three models are described and compared, with references to other studies and theories on reflection. Teaching strategies intended to facilitate the development of reflection are discussed. These strategies are seen as ways to promote critical inquiry among preservice teachers. (JD)

La argumentación y la reflexión en los procesos de mejora de los profesores universitarios colombianos de ciencia en activo. Aplicación de estrategias formativas sobre ciencia, aprendizaje y enseñanza

“…Zeichner (1993) (Adler, 1991). De acuerdo a este autor, debe comprenderse la reflexión en tres niveles diferentes, pero no sin posibilidad de interacción o conjunción entre éstos.…”

“…Schön establece dos dimensiones o niveles de esta reflexión (Ávalos, 1994): un 'conocimiento en la acción' (más primario, inmediato) y la 'reflexión sobre la acción' (más profundo).  La 'indagación crítica': se considera como uno de sus representantes a K. Zeichner (1993) (Adler, 1991). De acuerdo a este autor, debe comprenderse la reflexión en tres niveles diferentes, pero no sin posibilidad de interacción o conjunción entre éstos.…”

Formação continuada de professores de química: um programa voltado para a construção do conhecimento escolar

“…Vários pesquisadores de diferentes países defendem um novo paradigma para a formação de professores, na perspectiva de superar a racionalidade técnica. Estes concebem o professor como um prá-tico reflexivo (Schön,1992;Pèrez Gomez, 1992;Zeichner, 1992;Adler, 1991). Para estes deve ser recuperada a atividade artística e reflexiva do professor, que aprende através da reflexão-na-ação: a partir da análise e interpretação de sua própria atividade.…”

Its Time for a Total Curriculum Approach to Preservice Teacher Education Programs : a Personal Viewpoint.

“…there are difficulties associated with teacher education programs which Australian Journal of Teacher Education attempt a critically reflective emphasis (see Oberg and Chambers, 1992;Lucas, 1992;Adler, 1991;and Fullan et aI, 1990). For example Adler (1991) notes the difficulties of developing critical inquiry in preservice teachers who tend to be more concerned about what she refers to as the "dominant discourse of management" (1991:148).…”