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The evolution of the social roletaking and guided reflection framework in teacher education: recent theory and quantitative synthesis of research
ARTICLE

TATE Volume 15, Number 6 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved December 7, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(99)00016-5