ED 319 693
AUTHOR
TITLE
PUB DATE
NOTE
PUB TYPE
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SP 032 271
Adler, Susan A.
The Reflective Practitioner and the Curriculum of
Teacher Education.
Feb 90
29p.; Paper presented'at the Annual Meeting of the
Association of Teacher Educators (Las Vegas, NV,
February 5-8, 1990).
Speeches/Conference Papers (150) -- Viewpoints (120)
MF01/PCO2 Plus Postage.
Cognitive Style; *Conceptual Tempo; *Critical
Thinking; *Decision Making; Higher Education;
*Inquiry; Preservice Teacher Education; Problem
Solving; *Teacher Education Curriculum; Teaching
Methods; Thinking Skills
Reflective Teaching
ABSTRACT
In this paper three different meanings ascribed to
reflective teaching are examined. The first, Cruikshank's Reflective
Teaching Model, sees reflective teaching as the ability to analyze
one's own teaching practices. Schon's "Reflection in Action," on the
other hand, argues that the professional practitioner is one who can
think while acting and thus respond to the uncertainty, uniqueness,
and conflict involved in the situations in which professionals
practice. The third perspective toward reflective teacher education,
the work of Zeichner, posits three levels of reflection: technical
elements, situational and institutional contexts, and moral and
ethical issues. The three models are described and compared, with
references to other studies and theories on reflection. Teaching
strategies intended to facilitate the development of reflection are
discussed. These strategies are seen as ways to promote critical
inquiry among preservice teachers. (JD)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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ir
Susan A. Adler
University of Missouri - Kansas City
Kansas City, MO 64110
U II DEPARTMENT OF
Office or Educational
EDUCATION
Research and improvement
EDUCATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
.ed
been reproduced as
reCtlived from the person or organualoon
originating it
0 Minor changes have
reproduction Qualify been made to Improve
noted that:
For
'ermined
substance, why the change and what might it mean for the practice
of teacher education?
Just as
Advocates of
Research on teaching
Prospective
Teacher
The
On the
therefore, in order.
this paper.
Discourses of Reflection
Reflection has become the code word, the slogan of teacher
education (Apple :986).
As a
It is also embedded in
Cruikshank's model is
The designated
He seeks to break
Thus knowledge-in-action is
Crucial
Problem
In the
Students learn to
gefalatignuraltlaaLlnauiry
The work of Ken Zeichner (see, for example, Zeichner 1981;
Zeichner a Liston, 1987) represents a third perspective toward
reflective teacher education.
How
This
Reflection at this
And it
A Comnarison of Models
These models described above share several characteristics.
Each conceives of teaching as a complex activity, a process that
is not highly predictable.
11
10
takes as the
Finally,
Rather, in
12
It does
11
what remains the same, we must turn again to the wider streams of
thought which influence thinking about schooling.
13
12
Another
Thus changing ideas from other work sites and from the
academy itself have been incorporated into the dominant discourse
of teacher education.
The
13
That is, in
Further,
while it is possible to so
Reflective Teaching
Cruikshank's Reflective Teaching is a particular strategy
a,id is well described in the literature (see, for example,
14
Cruikshank, 1987).
Lucas (1988)
He advocates 3
16
15
He advocates
As will
The students'
Open-
mindedness is encouraged.
17
16
They may
Critical Inauiry
Interestingly, most of the teaching strategies I found in
the teacher education literature of the last decade appear to
emphasize strategies w "ich are intended to facilitate the
granted.
The
18
17
In general, the
Generic characteristics.
1984).
Laird (1988)
definition of teaching.
In doing so,
19
18
Steps ip inouirv.
To do this,
From
Students
20
19
and forth between their experiences and the information they are
learning.
stories differ and why, to see that there are multiple stories
and to understand why that is, and to question the unexamined in
their own lives.
21
20
schooling experiences.
In
22
91
In their description of
The
23
22
In addition, the
23
dominant discourse of management they probably find in their
student teaching sites (Kickbusch, 1987) and in their university
programs (Beyer, 1989).
that work well with all students at all times and in all
contexts.
25
I.
24
programs.
More likely it reflects the dominant, or aspired
toward practices of those teacher educators who also publish;
this is a small segment of the general pool of teacher educators.
26
REFERENCES
Adler, S. (in press). "Forming a critical pedagogy for the social
studies methods class: The use of imaginative literature." In B.R.
Tabachnick & K.M. Zeichner (Eds.) practices and issues in inauiry
oriented teacher education.
London: Falmer Press.
"'Reflection-in-action':
Some definitional
In P.P. Grimmett and G.L. Erickson (Eds), Reflection
in teacher education.
New York: Teachers College Press.
(1988).
P.,
Wilson,
P.
&
elm,
G.
(1989).
on framework."
"From innocence to
Journal of Teacher
Gitlin,
27
P.P.
(1988).
"The nature of reflection and Schon's
conception in perspective."
In P.P. Grimmett and G.L. Erickson
(Eds), Reflection in teacher education. New York: Teachers College
Grimmett,
Press.
M.R. (1989).
"Generations: Reconceptualist curriculum
theory and teacher education." 1123aragiLsLieAghezfiugAtim, 40
Grumet,
(1), 13-17.
J.
(1985).
laboratory
teaching
experience."
Journal
Development in Education, 18(3), 55-62.
of
Research
and
28
.#
Tom,
"Inquiring into
inquiry-oriented teacherJournal of Teacher Education, 36(5), 35-44.
(1985).
education."
field based
K.M.
Zeichner,
(1983).
"Alternative
paradigms
education." Journal of Teacher Education, 34(3).
of
teacher