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ERIC Number: EJ1024525
Record Type: Journal
Publication Date: 2014-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-2164-0246
Recovering the Social Dimension of Reflection
Connell, Martin Thomas
Catholic Education: A Journal of Inquiry and Practice, v17 n2 p5-24 Apr 2014
Upon its publication in 1983, Schön's "The Reflective Practitioner" became almost instantly influential in the design of teacher education programs in North America. Within eight years of its publication, it was nearly impossible to find a teacher educator not emphasizing the importance of reflection (Erlandson, 2007; Zeichner & Tabachinick, 1981). Despite a paucity of research establishing its benefits, the practice continues to play an important role in teacher education programs, including programs for preservice teacher education located at Catholic colleges and universities. After describing how reflection in teacher education is popularly conceived and after reviewing critiques of the practice as currently understood and commonly promoted in teacher education programs, I will propose in this article an understanding that recasts reflection as a social practice that (1) has experience as its principal object; and (2) takes place in social encounters among teachers.
Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A