Brandenburg, R. & Jones, M. (2017). Toward transformative reflective practice in teacher education. 17R. Brandenburg, K. Glasswell, M. Jones and J. Ryan. Reflective theory and practice in teacher education 259-274. Singapore: Springer Nature. Retrieved from https://doi.org/10.1007/978-981-10-3431-2
This chapter advances the contention raised throughout the book, that reflective practice, despite its pervasiveness in teaching and teacher education, is often applied to a wide range of distinct, and sometimes incongruent practices. In this chapter, the work of the authors contributing to this volume is drawn upon, alongside extant literature in the field, to examine what is meant by “reflective practice” and what forms of reflective practice are appropriate for whom, and when. Consideration is also given to who and what is driving the reflective practice agenda evident in teaching and teacher education, globally. The implications for teacher education and teacher professional learning of these considerations is examined, and a call for less politicized and more authentic and transformative approaches to reflective practice and its concomitant outcomes is argued.
School of Education
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