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ERIC Number: EJ1164407
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1090-1027
Diffracting Mandates for Reflective Practices in Teacher Education and Development: Multiple Readings from Australia, New Zealand, and the United States
Myers, Casey Y.; Smith, Kylie A.; Tesar, Marek
Journal of Early Childhood Teacher Education, v38 n4 p275-288 2017
Despite the ubiquity of reflective practice in education, mandating reflective processes within sanctioned frameworks is inherently problematic, as it may lead to reproduction, standardization, and forced universalities, rather than the critical and innovative pedagogy they intend. This article engages with reflection through both the metaphor and method of diffraction, applying a diffractive analytical mode across three international contexts. By examining onto-epistemological openings afforded by a diffractive approach, we attend to what is being (re)produced through various mandates for preservice and in-service teacher practices of reflection and the various effects of those (re)productions, as well as posit different ways of approaching mandated reflection as a practice for educating and assessing teachers.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; United States
Grant or Contract Numbers: N/A