Paradigms Lost: The Role of Reason in Reflection
DOI:
https://doi.org/10.11575/jet.v28i3.52366Abstract
In this article I present the argument that the simple inclusion of the reflective component in student teaching is insufficient. Both supervising teacher and student need to examine what they understand by reflection and what they mean by teaching. It is possible that, in their mutual assumption that these terms share a common definition, communication between the student and the supervising teacher is being undermined. I suggest that the use of an unexamined reflection as a tool for teacher education has the potential for causing confusion and frustration.
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