The Labour of Learning to Reflect

Autor/inn/en	Francis, Dawn; Ingram-Starrs, Louise
Titel	The Labour of Learning to Reflect
Quelle	In: Teachers and Teaching: Theory and Practice, 11 (2005) 6, S.541-553 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Reflective Teaching; Universities; Primary Education; Attention; Teacher Student Relationship; Teaching Methods; Teachers; Classroom Research + Suchen Sie Ihr Suchwort? University; Universität; Primarbereich; Aufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrer; Lehrerin; Lehrende
Abstract	This article presents a polyphonic narrative of reflection in action across two institutional contexts; a university and a primary (elementary) school. It traces an honours student's research on reflection and her supervisor's reactions as reader. Both engage in construction and reconstruction of their basic beliefs about reflective practice as they engage with each other and these contexts. This research resulted in both people accepting that reflection is a public text with a specific genre to be mastered. Issues of power surround what can be shared with whom within the institutions as political sites. Students engage in strategic compliance whether to attract teachers' attention or to avoid it. Notions of trust and openness often mask power. This article poses that learning to reflect is hard labour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10