Developing and Sustaining Critical Reflection in Teacher Education
Bibliographic Data
| ID | 4966698 |
|---|---|
| Authors | John Smyth (0000-0001-8124-1444, corresponding author) |
| Year | 1989 |
| Volume | 40 |
| Issue | 2 |
| Pages | 2-9 |
| Publication date | 1989-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718904000202 |
| OpenAlex | W2057100919 |
| Language | EN |
| Citations received | 59 |
| References cited | 21 |
Smyth provides background informa tion on the emergence of reflectivity as a conceptual thrust in teacher education. He also discusses some of the impedi ments to empowerment that teachers and teacher educators confront as they attempt to implement critical reflection in their curricula. Smyth concludes that if teachers (and teacher educators) are going to uncover the forces that inhibit and constrain them, they need to en gage in four forms of action with respect to teaching. These "forms" are charac terized by four sequential stages and are linked to a series of questions: (a) de scribing (What do I do?), (b) informing (What does this mean?), (c) confronting (How did I come to be like this?), and (d) reconstructing (How might I do things differently
Action (physics) · Critical reflection · Curriculum · Empowerment · Mathematics education · Pedagogy · Political science · Reflection (computer programming) · Sociology · Teacher education · Adult and Continuing Education Topics · Computer Science · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Planejar e refletir o processo de ensino e aprendizagem
Incorporating the Critical Music Framework
Historiadores chilenos frente a la ausencia de las mujeres en la formación del profesorado
Pedagogia na universidade em transição
La ausencia y la discriminación de las mujeres en la formación del profesorado de historia y ciencias sociales
Pedagogical Reflections on Reflective Practice in Teacher Education
University Course-Based Practitioner Research
Critical reflection as a framework for transformative learning in teacher education
The contribution of educational research to teachers’ professional learning
Reframing Professional Development Through Understanding Authentic Professional Learning
Development of a tool to assess teachers’ level of reflective practice
Cultura digital e educação
The Challenge of Women's Inclusion for Novel Teachers. Case Study in a Teacher Educator Public University
Teacher education between principle, politics, and practice
The reflective practices of early and late career music educators
Investigating How Teachers’ (Existing) Sociopolitical Consciousness Serves as a Resource for Adapting Science Materials to Bring in Pursuits of Criticality and Identity
Knowledge exchange, intergroup relations and ‘sharing space’
Truth Hidden in Plain Sight
Play brigade project Brincadas as insurgent pedagogy
Gatekeepers, guides and ghosts
Critical Reflection on Lived Experience in a Bilingual Reading Course
Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
Physical education initial teacher educators’ expressions of critical pedagogy(ies)
Empowerment and transformation
Acquiring the teaching culture
Educating teachers for the improvement of the quality of basic education in developing countries
Framing, reflecting on and attending to a rationale of teaching of writing in the second language classroom via journaling
A Framework for Teacher Reflectivity
Written case analyses and critical reflection
Curriculum models in teacher education
Evolution of novice through expert teachers' recall
Potential for transformation? Two teacher training programs examined through a critical pedagogy framework
We cannot imagine”
Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach
Reconstruction of a pre-service teacher reflection through objective hermeneutics
Reflective writing as a window on preservice teachers' thought processes
Debriefing conversations as a vehicle for english language art preservice teachers’ co-construction of pedagogical knowledge
From beginning teacher education to professional teaching
Computer conferencing, critical reflection, and teacher development
Reflection in teacher education
Challenging normative influences in refugee and migrant education
Looking forward, looking back
Peak moments
Learning From Cross-University Collaboration and Research
Learning from our struggles as formative intervention researchers through critical incidents
Reflection in administrator preparation
The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education
Tesol Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times
Blocking CRT
Teacher Under Construction
Enseñar desde la empatía histórica y la educación para la ciudadanía durante la pandemia. La experiencia del profesorado en una escuela en Chile
Pedagogia da pesquisa-ação
The Value of Critical Perspectives in Teacher Education
Candidates Use a New Teacher Development Process, Transformative Reflection, to Identify and Address Teaching and Learning Problems in Their Work With Children
Teachers' Critical Reflection Through Expert Talk
Multicultural Reflection
Developing reflective practice in higher degree students through a learning journal
Action research as a tool for teacher autonomy
Reflexivity, ethics and accountability
The reflective practitioner
Making Ethnographic Research Count
Education as Text
Political Education and Political Teachers
Don't Talk to me about Lexical Meta‐analysis of Criterion‐referenced Clustering and Lap‐dissolve Spatial Transformations
Educational theory, practical philosophy and action research
Schoolteacher
Reflecting on Reflective Teaching
Reflective Teacher Education and Moral Deliberation
Towards a Critical Theory of Reflective Inquiry
Inquiring into Inquiry-oriented Teacher Education
Ethnography and Educational Policy
| Unique citing works | 59 |
|---|---|
| Citations per year | 1,59 |
| Citation span | 1989 - 2026 (38) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 52 |