2. Outline
I. A historical overview of reflective
practice
II. The ambiguities involved in the
practice
III. Some comments
3. I. A historical overview
Socrates:
A form of learning through questioning
John Dewey:
Reflection for teachers begins when they experience a
difficulty, a troublesome event, or experience that
cannot be immediately resolved.
4. I. A historical …, Schon…
Routine action
- Uncritical acceptance of the ‘collective code’
- The universe of the possibilities
reflective action
- Reason & emotion
- Open-mindedness, responsibility, & wholeheartedness
5. I. A historical …
Schon
Reflection-on-action
Before a lesson, and after the instruction
Reflection-in-action
During the action
6. I. A historical …, Schon…
Framing and re-framing
- Being curious about an action of the practice setting
- Framing it in terms of the particulars of the setting
- Reframing it in light of past knowledge or experience
- Developing a plan for future action
- Framing and Reframing = Problem setting and problem solving
7. I. A historical …, Schon…
Appreciative system:
Appreciation, action, & reappreciation
Interpreting & framing (appreciation)
During and/or after the actions: reinterpretation and
reframing (reappreciation)
8. I. A historical …, Schon…
Schon and Agrylis:
Single-loop learning
The traditional approach to problem solving
Double-loop learning
A critical reflective process
9. I. A historical …, Schon…
Schon’s ideas under criticism
1. His reflection, a solitary process,
‘not’ a social process
Didactic instruction vs Dialectic learning
10. I. A historical …, Schon’s ideas under criticism
2. His inattention to the social conditions
Social Reconstructionism:
Teachers’ attention focus both inwardly
and outwardly
11. II. The ambiguities
1. Definition of the term
‘Reflection’, ‘reflective practice’, & ‘reflective
teaching’ and ‘reflective learning’
12. II. The ambiguities,… Definition of ….
Difficulty of operationalization
Little chance of agreement upon
objectives or desired outcomes
13. II. The ambiguities
2. Involvement of various perspectives
and professions
Different epistemological positions
Diverse disciplines
Rushing to join the fashion uncritically
14. II. The ambiguities
5. Lack of empirical studies
Quantitative methods vs reflective
teaching
Some empirical studies disfavoring
the practice
Taghilou’s study
15. II. The ambiguities
6. Uncertainty
Dewey: The origin of thinking = perplexity, confusion,
doubt, ......
Edwards: Thinking; not a simple resolution of
contradictions
A force to examine the basis of a belief
16. III. Commentary conclusion
Reflection involves :
Intuition, emotion, and passion
No unequivocal methodology or procedure
Different interpretations of the emerging ideas.
Robust positive attitude as well as accountability
17. III. Commentary conclusion
A true reflective educationalist ….
acts reflectively throughout all moments.
tolerates and even enjoys uncertainty.
believes deeply that although you never reach
perfect knowledge, you have to constantly
attempt to approach it.
18. III. Commentary conclusion
Teacher training centers should strive to inculcate
reflective personalities in the prospective teachers.
It is essential to look for proper ways of conducting
quantitative studies.
