ERIC Number: ED344853
Record Type: RIE
Publication Date: 1990-Nov
Reference Count: N/A
Teaching as Moral Reflection: Thoughts on the Liberal Preparation of Teachers.
Teacher educators are becoming increasingly concerned about having a model of teacher preparation. As part of its new standards for accreditation, the National Council for Accreditation of Teacher Education demands that professional education programs adopt a model that explicates the purposes, processes, outcomes, and evaluation of the program. This paper examines the technical and reflective concepts which are prevalent in the literature on teacher education models. The concepts warrant analysis because of the common misconception that they are polar opposites. By proposing a more complex relation, it is possible to generate four different images of teaching and to evaluate the benefits and drawbacks each has for the preparation of new teachers. The four approaches are: technical rationality (competency or performance based models); practical decision making (teachers as reflective decision makers); indoctrination (nonreflectively promoting a belief system about teaching); and moral reflection (deliberative, relational, and critical approaches). The fourth approach, teaching as moral reflection, is taken as the most desirable image for teacher education to promote. Some data are offered about the possiblity of teaching reflection and the paper concludes with some thoughts about the importance of reflection occurring within community. (Contains 55 references) (SM)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reflective Thinking
Note: In: Proceedings of the National Forum of the Association of Independent Liberal Arts Colleges for Teacher Education (4th, Milwaukee, WI, November 9-11, 1990); see SP 033 711.