Reflecting Reflective Practice
Bibliographic Data
| ID | 8857476 |
|---|---|
| Authors | Simone Galea (0000-0002-0123-9860, University of Malta, corresponding author) |
| Year | 2010 |
| Volume | 44 |
| Issue | 3 |
| Pages | 245-258 |
| Publication date | 2010-06-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2010.00652.x |
| OpenAlex | W1965611452 |
| Language | EN |
| Citations received | 5 |
| References cited | 13 |
This paper demystifies reflective practice on teaching by focusing on the idea of reflection itself and how it has been conceived by two philosophers, Plato and Irigaray. It argues that reflective practice has become a standardized method of defining the teacher in teacher education and teacher accreditation systems. It explores how practices of reflection themselves can suggest ways out of dictated pathways of reflection in teaching. Drawing on Luce Irigaray's and Plato's ideas on reflection, the paper includes a critical overview of how reflective practice can contradict its own aims and become non‐reflective, shutting off possibilities for transformations and educational differences that it has set out to achieve. Keeping up the deconstructive mood, the paper draws on Irigaray's re‐reading of Plato's parable of the cave to argue that reflective teaching that merely reflects phallogocentric educational systems and that attempts to universally reproduce standardized forms of reflective practice can never be conducive to the diversification of educational spaces. The paper seeks to re‐think Plato's idea of reflection as mere copying and takes up Irigaray's strategic mimesis to explore ways through which reflective practice can regain its critical edge and reactivate teachers' reflective voices. It argues for the repetition of the practice of reflection by drawing on a feminist critique that challenges phallogocentric reflective tendencies in education and for mimetic strategies that engender difference
Epistemology · Pedagogy · Reflection (computer programming · Reflective Practice · Sociology · Computer Science · Global Education and Multiculturalism · Philosophy · Reflective Practices in Education · Teacher Education and Leadership Studies
Doing Time
This Sex Which is Not One
Understanding teacher identity
Education, risk and ethics
Action research and reflective teaching in preservice teacher education
The Cultural Roots of Professional Wisdom
Smoothing It
All quiet on the postmodern front
Teacher Reflection in a Hall of Mirrors
Reflecting on Reflective Teaching
Teacher Accreditation
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.36 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |