Rethinking Reflection: Teachers' Critiques

Autor/in	Atkinson, Becky M.
Titel	Rethinking Reflection: Teachers' Critiques
Quelle	In: Teacher Educator, 47 (2012) 3, S.175-194 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2012.685796
Schlagwörter	Reflective Teaching; Focus Groups; Faculty Development; Scholarship; Instruction; Reader Response; Theories; Elementary School Teachers; Junior High Schools; Secondary School Teachers; Teacher Education + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Leserbrief; Theory; Theorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarstufe I; Lehrerausbildung; Lehrerbildung
Abstract	This article presents findings from a study conducted with a teacher focus group asked to read and discuss their responses to selected published teacher narratives of reflective practice. The teachers challenged features of practitioner reflection presented in several of the reading selections as not representative of how they experienced reflection in practice. In this study, the teachers' critiques were not viewed as anti-intellectual, lazy, or provincial. Rather, the researcher used reader response theory to frame the teachers' critiques as informed feedback that needs the inquiry and input of teacher educators. The findings invite consideration of the unintended consequences of these representations for practitioners and scholars, especially in an age of emphasis on standards and accountability. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10