The Process of Reflective Teaching
Bibliographic Data
| ID | 18992128 |
|---|---|
| Authors | Peter Silcock (Moulton College, corresponding author) |
| Year | 1994 |
| Volume | 42 |
| Issue | 3 |
| Pages | 273 |
| Publication date | 1994-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3121886 |
| OpenAlex | W2049685173 |
| Language | EN |
| Citations received | 3 |
| References cited | 9 |
The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model of ‘reflective practice’ can be unnecessarily restrictive given the ubiquity of the reflective process. Finally, the danger of claiming too much for a ‘reflective practitioner’ model is set beside clear benefits gained from promoting it. Key words: Reflective teachingreflective practitionerreflexivity, cognitive restructuringtacit knowledgepsychological constructivism
Cognition · Constructivism (international relations) · Context (archaeology) · Epistemology · Pedagogy · Perspective (graphical) · Political science · Politics · Process (computing) · Reflection (computer programming) · Reflective Practice · Reflective thinking · Restructuring · Set (abstract data type) · Sociology · Artificial Intelligence · Computer Science · Education and Critical Thinking Development · Educational and Psychological Assessments · Philosophy · Psychology · Reflective Practices in Education
| Citations per year | 0.1 |
|---|---|
| Citation span | 1996 - 2004 (9) |
| Highly cited | No |