Abstract

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.

Citation

Griffiths, V. The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539-555. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/204213/.