Griffiths, Vivienne (2000) The Reflective Dimension in Teacher Education. International Journal of Educational Research, 33 (5). pp. 539-555. ISSN 0883-0355Full text not available from this repository.
The terms “reflection” and “reflective practitioner” are now common currency in articles about teacher education and teachers’ professional development, especially in British and North American research. In this chapter, the term “reflection” as it relates to teachers and teacher education will be problematized, drawing particularly on Schön's (Educating the reflective practitioner. San Francisco: Jossey-Bass) terms “reflection-in-action” and “reflection-on-action.” Differing definitions of reflection will be put forward, their inter-relationship explored, and how these relate to courses of initial teacher education in a variety of countries and cultural contexts. Questions about the value and purpose of reflection will also be raised, as well as to its practical relevance to teacher education.
|Additional Information:||Published by Elsevier|
|Schools and Departments:||School of Education and Social Work > Education|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher education|
|Depositing User:||Vivienne Griffiths|
|Date Deposited:||27 Sep 2006|
|Last Modified:||30 Nov 2012 16:49|
|Google Scholar:||52 Citations|