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ERIC Number: ED319693
Record Type: RIE
Publication Date: 1990-Feb
Pages: 29
Abstractor: N/A
Reference Count: N/A
The Reflective Practitioner and the Curriculum of Teacher Education.
Adler, Susan A.
In this paper three different meanings ascribed to reflective teaching are examined. The first, Cruikshank's Reflective Teaching Model, sees reflective teaching as the ability to analyze one's own teaching practices. Schon's "Reflection in Action," on the other hand, argues that the professional practitioner is one who can think while acting and thus respond to the uncertainty, uniqueness, and conflict involved in the situations in which professionals practice. The third perspective toward reflective teacher education, the work of Zeichner, posits three levels of reflection: technical elements, situational and institutional contexts, and moral and ethical issues. The three models are described and compared, with references to other studies and theories on reflection. Teaching strategies intended to facilitate the development of reflection are discussed. These strategies are seen as ways to promote critical inquiry among preservice teachers. (JD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Las Vegas, NV, February 5-8, 1990).