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ERIC Number: EJ1089346
Record Type: Journal
Publication Date: 2015
Pages: 24
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1554-480X
The Role of Reflection in Developing Eupraxis in Learning to Teach English
Smagorinsky, Peter; Shelton, Stephanie Anne; Moore, Cynthia
Pedagogies: An International Journal, v10 n4 p285-308 2015
This case study focuses on one beginning English teacher's work toward eupraxia, i.e., good practice informed by reflection in a setting in which a degree of free choice is available. The study uses a Vygotskian framework for studying concept development that focuses on the settings of human activity and how ambiguous social concepts are developed through engagement with others. Data include retrospective interviews for the reconstruction of prior educational experiences; and observations and interviews during student teaching and the first year of full-time teaching. Analysis focused on the problems attended to in teaching, the pedagogical tools employed to address those problems, and the attributions made to the source of those tools. Student teaching provided limits in terms of an incongruous curriculum and a laissez-faire mentor teacher. The first year of full-time teaching took place in a school that allowed teacher autonomy within limits, enabling the focal teacher to employ reflective practice to work toward eupraxis.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: R305A60005