Toggle Main Menu Toggle Search

Open Access padlockePrints

The Newcastle University research output collection, currently available on ePrints, will shortly be moving to a new open repository platform, Figshare. To prepare for the data migration we have paused adding new content to ePrints, and will resume once the new repository is launched. During this time you will continue to have access to ePrints (but no new content will appear). We will share updates here when available.

Can Reflective Practice be Taught?

Lookup NU author(s): Dr Gail Edwards

Downloads

Full text for this publication is not currently held within this repository. Alternative links are provided below where available.

Abstract

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?

Publication metadata

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

Altmetrics

Altmetrics provided by Altmetric

Share