Visiting Good Company: Arendt and the Development of the Reflective Practitioner

Autor/in	Gillies, Donald
Titel	Visiting Good Company: Arendt and the Development of the Reflective Practitioner
Quelle	In: Journal of Educational Administration and History, 48 (2016) 2, S.148-159 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2016.1144576
Schlagwörter	Reflective Teaching; Beginning Teachers; Theories; Professionalism; Evaluative Thinking; Educational Practices; Heuristics; Philosophy + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Theory; Theorie; Professionalität; Bildungspraxis; Heuristik; Philosophie
Abstract	The importance of the concept of reflective practice within the teaching profession has been stressed heavily in recent decades. How it is enacted and how beginning teachers, in particular, have been encouraged to exercise it remains somewhat unclear, with the risk that it becomes a cursory, ill-informed exercise in self-affirmation rather than a central pillar of professional life. In this paper, Hannah Arendt's thinking on judgement, drawn from her studies of Kant, and particularly her concept of "enlarged thought", are used to suggest a stronger basis for the nature of reflective practice and for the validity of the professional judgement involved. The paper concludes with some suggestions as to what could be involved in making fruitful use of Arendt's concept of judgement in the development of beginning teachers as reflective practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01