ERIC Number: ED309163
Record Type: Non-Journal
Publication Date: 1989-Mar
Reflection-in-Action and Reflection-on-Action.
This paper explores some of the work that has been occasioned by the writings of D.A. Schon on the development of professional knowledge by teachers. The paper has four sections. The first is a sketch of one interpretation of Schon's theoretical approach. The second examines selected appraisals of the more general features of Schon's work. The third section focuses on his two concepts of reflection which seem to have been misinterpreted by some who use his work. The fourth section focuses on the concept of "reframing", which is taken to be central to Schon's account of the development of professional knowledge. The discussion moves toward identifying theoretical and empirical questions that have been raised, and by the appraisals noted in the second section. The paper's responses to these appraisals is the starting point for speculations about the directions that might be taken to further understanding of the conditions that promote teachers' professional knowledge. Thirty-five references are included. (JD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A