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Lookup NU author(s): Dr Gail Edwards
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Almost ubiquitous in discourses about the development of teachers, reflective practice describes the process that occurs when persons are apprenticed to any meaningful activity. But reflective practice is a descriptive term for that process: it does not imply that the process is itself open to dissection and instruction. We contend that mistaken accounts of teachers' thinking have led to misdirected interventions which continue to hinder teachers' development. We conclude by suggesting that the question to be addressed by teacher educators is not the technicist one: how do we teach reflective practice?, but rather the values-based one: into which practices do we wish to initiate our teachers and pupils?
Author(s): Edwards G, Thomas G
Publication type: Article
Publication status: Published
Journal: Educational Studies
Year: 2010
Volume: 36
Issue: 4
Pages: 403-414
Print publication date: 19/01/2010
ISSN (print): 0305-5698
ISSN (electronic): 1465-3400
Publisher: Routledge
URL: http://dx.doi.org/10.1080/03055690903424790
DOI: 10.1080/03055690903424790
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