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Developing and Sustaining Critical Reflection in Teacher Education

Smyth, John (1989) Developing and Sustaining Critical Reflection in Teacher Education. Journal of Teacher Education, 40 (2). pp. 2-9. ISSN 0022-4871

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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?).

Item Type: Article
Subjects: L Education > L Education (General)
Schools: School of Education and Professional Development
Related URLs:
Depositing User: Elizabeth Boulton
Date Deposited: 13 Apr 2015 14:39
Last Modified: 28 Aug 2021 11:49


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