Literaturnachweis - Detailanzeige
| Autor/in | Adler, Susan A. |
|---|---|
| Titel | The Reflective Practitioner and the Curriculum of Teacher Education. |
| Quelle | (1990), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Cognitive Style; Conceptual Tempo; Critical Thinking; Decision Making; Higher Education; Inquiry; Preservice Teacher Education; Problem Solving; Reflective Teaching; Teacher Education Curriculum; Teaching Methods; Thinking Skills |
| 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) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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