Publication details
What Is the Goal of Reflective Practice in Teacher Education: Social Justice or Personal Development?
| Authors | |
|---|---|
| Year of publication | 2015 |
| Type | Article in Proceedings |
| Conference | Brussels – Budapest, Social Justice and Diversity in Teacher Education. Proceedings of the ATEE Winter Conference 15-17 April, Budapest, Hungary. |
| MU Faculty or unit | |
| Citation | |
| Web | http://educationforsocialjustice.blogspot.hu/ |
| Field | Pedagogy and education |
| Keywords | Reflection, self-reflection, social justice, personal development, coaching. |
| Description | The paper deals with reflection in teacher education. Attention is paid to categorial frameworks through which the reflection content category can be problematised. The way that authors’ goals of educational perspectives project into these frameworks is pointed out. It appears that, in terms of teacher education, authors emphasise either the external or the internal content dimension of reflective thinking according to their approach to education. Favouring external or internal content during reflection then constitutes the aim of reflective practice either as social justice or as personal development. The text works with the presumption that attention focused on both content dimensions can result in a greater improvement of the teacher's professional activities compared with focusing on dimension only. A concrete example illustrates how the use of coaching during a reflective seminar can connect the concept of educators’ reflective practice focused on social justice as well as personal development. |