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ERIC Number: EJ787758
Record Type: Journal
Publication Date: 2003
Pages: 4
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-0022-8958
Growing Professionally through Reflective Practice
Corcoran, Carol A.; Leahy, Robert
Kappa Delta Pi Record, v40 n1 p30-33 Fall 2003
Teaching is so multifaceted that learning to teach requires several years of experience after a person begins to practice. To maintain professional growth, teachers must develop an orientation to their work that includes reflection and renewal. In the absence of these factors, teaching can become too automatic, which can undermine its effectiveness. Schon (1983) described a "knowing-in-practice" (practical knowledge) that may become so tacit, spontaneous, and automatic (overlearned) that teachers develop a narrowness and rigidity that affects their understandings of situations. To correct this situation (overlearning), Schon (1983, 61) recommended reflection--when a teacher "can surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized practice." This article examines the importance of building a practical knowledge base, developing an inquiry orientation, being learner-centered, and experiencing social support, all critical components of reflective practice. It offers tips on how preservice teachers can break the habits that keep them from becoming effective and reflective educators.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A