The evolution of the social roletaking and guided reflection framework in teacher education: recent theory and quantitative synthesis of research
TATE Volume 15, Number 6 ISSN 0742-051X Publisher: Elsevier Ltd
In this paper the problem of lack of theory and directing constructs for reflective practice in teacher education is addressed. Selected theoretical tenets of Vygotsky and Piaget are reviewed and related to a developmental action/reflection framework for the adult learner. As well, a taxonomy for differentiating reflection according to the needs of the adult learner is summarized. The taxonomy served as the treatment in seven quasi-experimental studies. Results of a quantitative synthesis of the studies are summarized with implications for cognitive-developmental theory, the moral dimensions of schooling and teacher education, and emerging constructs of reflective practice.
Reiman, A.J. The evolution of the social roletaking and guided reflection framework in teacher education: recent theory and quantitative synthesis of research. Teaching and Teacher Education: An International Journal of Research and Studies, 15(6), 597-612. Elsevier Ltd.