Royal, Warrior, Magician, Lover: Archetypal Reflectivity and the Construction of Professional Knowledge

Autor/in	Dobson, Darrell
Titel	Royal, Warrior, Magician, Lover: Archetypal Reflectivity and the Construction of Professional Knowledge
Quelle	In: Teacher Education Quarterly, 36 (2009) 3, S.149-165 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Conceptual Tempo; Reflective Teaching; Teacher Education; Professional Development; Educational Practices; Cognitive Processes; Theories; Teaching Methods; Psychology; Maturity (Individuals) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Bildungspraxis; Cognitive process; Kognitiver Prozess; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Reifung
Abstract	Teacher reflectivity has become significant to practice and research in teacher education and development. The literature on teacher reflectivity is substantial, and reflection has come to be widely accepted as a central factor in the professional growth of teachers. In contemporary research and practice, teacher reflectivity has come to refer to the numerous processes by which teachers respond to the dilemmas or opportunities of their teaching contexts. Reflectivity involves a meta-cognitive process through which educators increase their awareness of the implicit attitudes, beliefs, and knowledge that inform their practice--in order to transform their practice. Archetypal reflectivity as a mode of teacher reflectivity includes but transcends the more common political, pedagogical, and biographical modes of teacher reflectivity in order to delve into teachers' deeper ontological constructs and commitments regarding their professional knowledge and practice (Mayes, 2005a). In this article, the author analyzes four archetypal images (Royal, Warrior, Magician, Lover) to inquire into the ways they might facilitate ongoing teacher reflection and development. These images of maturity--and their bi-polar shadows--can serve to inspire and structure self-reflection as part of the construction and reconstruction of teachers' professional knowledge. (Contains 9 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10