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ERIC Number: EJ1058865
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0022-4871
What Is Reflection? Looking for Clarity in an Ambiguous Notion
Clarà, Marc
Journal of Teacher Education, v66 n3 p261-271 May-Jun 2015
The notion of reflection nowadays is considered crucial in the field of teaching and teacher education. However, although the great majority of approaches to reflection are grounded on the same main theoretical sources, the meaning of this notion is unanimously recognized in the field to be ambiguous. This article aims to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey, Schön, and Wertheimer. It is argued that reflection is a descriptive notion--not a prescriptive one--and that it refers to the thinking process engaged in giving coherence to an initially unclear situation. The article then identifies some aspects of how reflection works, and some current widespread assumptions about reflection, which are insufficiently warranted, either theoretically in the writings of Dewey or Schön or empirically in the observations of reflection processes.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A