Making sense of reflection: A comparison of beginning and experienced teachers' perceptions of reflection for practice

Reflective Practice

Volumn 12, Issue 3, 2011, Pages 281-291

  Williams, Ruth ^a   Grudnoff, Lexie ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

Critical reflection; Experienced teachers; In service education; Initial teacher education; Reflection; Student teachers

Indexed keywords

EID: 79957881205     PISSN: 14623943     EISSN: 14701103     Source Type: Journal    
DOI: 10.1080/14623943.2011.571861     Document Type: Article

References (33)

1. Atkins, S. (2005). Developing underlying skills in the move towards reflective practice. In C. Johns & D. Freshwater (Eds.), Transforming nursing through reflective practice (2nd ed.) (pp. 25-46). Oxford: Blackwell.
2. Black, P., & Plowright, D. (2010). A multidimensional model of reflective learning for professional development. Reflective Practice, 11(2), 245-258.
3. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5, 43-51.
4. Calderhead, J., & Gates, P. (1993). Introduction. In J. Calderhead & P. Gates (Eds.), Conceptualising reflection in teacher development (pp. 1-10). London: Falmer Press).
5. Collins, C. (2004). Envisaging a new education studies major: What are the core educational knowledges to be addressed in pre-service teacher education? Asia-Pacific Journal of Teacher Education, 32(3), 227-240.
6. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery.
7. Dimova, Y., & Loughran, J. (2009). Developing a big picture understanding of reflection in pedagogical practice. Reflective Practice, 10(2), 205-217.
8. Eraut, M. (1995). Schon shock: A case for reframing reflection in action. Teachers and Teaching, 1, 9-22.
9. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies of qualitative research. Chicago: Aldine.
10. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
11. Jindal-Snape, D., & Holmes, E. (2009). A longitudinal study exploring perspectives of participants regarding reflective practice during the transition from higher education to professional practice. Reflective Practice, 10(2), 219-232.
12. Johns, C. (2004). Becoming a reflective practitioner. Oxford: Blackwell.
13. Korthagen, F., & Wubbels, T. (1995). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Teachers and Teaching: Theory and Practice, 1(1), 51-72.
14. McIntyre, D. (1993). Theory, theorizing and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualising reflection in teacher development (pp. 39-52). London: Falmer Press.
15. Merriam, S. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass.
16. Newell, S. (1996). Practical inquiry: Collaboration and reflection in teacher education reform. Teaching and Teacher Education, 12(6), 567-576.
17. Nolan, A. (2008). Encouraging the reflection process in undergraduate teachers using guided reflection. Australian Journal of Early Childhood, 33(1), 31-36.
18. Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching: Theory and Practice, 11(1) 95-116.
19. Punch, K. (2009). Introduction to research methods in education. London: Sage.
20. Ramsey, S. (2010). Making thinking public: Reflection in elementary teacher education. Reflective Practice, 11(2), 205-216.
21. Reynolds, M., & Salters, M. (1998). The reflective teacher and the teacher-training agency. Journal of Further and Higher Education, 22(2), 192-200.
22. Richert, A. (1992). The content of student teachers' reflections within different structures for facilitating the reflective process. In T. Russell & H. Munby (Eds.), Teachers and training: From classroom to reflection (pp. 171-193). London: Falmer Press.
23. Risko, V., Vukelich, C., Roskos, K., & Carpenter, M. (2002). Preparing teachers for reflective practice: Intentions, contradictions, and possibilities. Language Arts, 80(2), 134-145.
24. Schon, D. (1983). The reflective practitioner. New York: Basic Books.
25. Schon, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
26. Shulman, L., & Shulman, J. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.
27. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.
28. Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Grounded theory procedures and techniques. Newbury Park, CA: Sage.
29. Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
30. Zeichner, K. (1987). Preparing reflecting teachers: An overview of instructional strategies which have been employed in pre-service teacher education. International Journal of Educational Research, 11, 565-575.
31. Zeichner, K. (1996). Teachers as reflective practitioners and the democratization of school reform. In K. Zeichner, S. Melnick & M. Gomez (Eds.), Currents of reform in pre-service teacher education (pp. 199-214). New York: Teachers College Press.
32. Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. New Jersey: Lawrence Erlbaum & Associates.
33. Zeichner, K., & Tabachnick, B. (1991). Reflections on reflective teaching. In B. Tabachnick & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 1-21). New York: Falmer.