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The Dimensions of Reflection: A Conceptual and Contextual Analysis

Noffke, Susan and Brennan, Marie (2005) The Dimensions of Reflection: A Conceptual and Contextual Analysis. International Journal of Progressive Education, 1 (3). pp. 58-78. ISSN 1554-5210

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Abstract

In the article, the authors identify some of the problems in the present notions of reflective teaching. The authors argue that none of these conceptions deal with reflection itself in a reflexive way. They tend to use theories of reflection as a canopy for their own "middle level" theorizing about reflective teaching. First, the authors consider the development of the term and some of its popularization in teacher education. Some problems the authors identify are located in the history of the concept "reflection" and its philosophical underpinnings. Others emerge from particular applications within teacher education itself. Their critique challenges the prevalent conceptions of reflection and proceeds to offer new direction for further reconstruction of the theory and practice of reflective teaching. The final section offers an alternative conceptualization of “reflection” designed to address many of the concerns the authors raise, while acknowledging that some will always need to be addressed as a continual process.

Item Type: Article
Uncontrolled Keywords: ResPubID21846. reflective teaching, reflection, teacher education, teachers
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1301 Education Systems
FOR Classification > 1302 Curriculum and Pedagogy
FOR Classification > 1303 Specialist Studies in Education
Depositing User: VUIR
Date Deposited: 02 Feb 2012 01:21
Last Modified: 02 Feb 2012 01:21
URI: http://vuir.vu.edu.au/id/eprint/7559
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