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ERIC Number: EJ856624
Record Type: Journal
Publication Date: 2009-Nov
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Reflection as Situated Practice: A Memory-Work Study of Lived Experience in Teacher Education
Ovens, Alan; Tinning, Richard
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n8 p1125-1131 Nov 2009
The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was used to generate and analyse five participants' memories of learning to teach. Three different discursive contexts were identified in the students' stories and each demonstrates that students reflexively enact reflection in relation to the discursive nature of the context. The analysis also reveals that critical reflection is possible, but that further attention must be paid to considering how it can be sustained in contexts outside of teacher education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A