What We Owe to Donald Schön: Three Educators in Conversation-Reference-Cited by-同舟云学术

What We Owe to Donald Schön: Three Educators in Conversation

Published:2013-05-15 Issue:1 Volume:2 Page:89-99
ISSN:1925-4873
Container-title:Texte de mise en perspective
language:
Short-container-title:phro

Author:

MacKinnon Allan¹,Clarke Anthony²,Erickson Gaalen³

Affiliation:

1. Simon Fraser University, Faculty of Education, 8888 University Drive, Burnaby, BC V5A 1S6

2. University of British Columbia, Faculty of Education, Department of Curriculum and Pedagogy, University of British Columbia, 2125 Main Mall. Vancouver BC V6T1Z4

3. University of British Columbia, Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4

Abstract

Readers with even a casual acquaintance with the research literature in the field of teacher education over the past 25 years will be aware of the dramatic increase in the use of the term ‘reflection’ to describe desired attributes [outcomes/behaviours] of participants in professional development programs for both novice and experienced teachers. Our intent is to draw upon our own collective experiences in our research and teaching practices to map out how and why we initially became intrigued with the many meanings associated with the term and how our understandings have changed over the past 25 or so years. We think that this type of ‘reflection-upon-experience’ is best revealed through the use of a narrative style and therefore we deliberately use a conversational format to convey our story.

Publisher

Consortium Erudit

Subject

General Earth and Planetary Sciences,General Environmental Science

Reference29 articles.

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2. Clarke, A. (2007). Turning the professional development of cooperating teachers on its Head: Relocating that responsibility within the profession. Educational Insights, 2(3), 1-10. [Available: http://www.ccfi.educ.ubc.ca/publication/insights/v11n03/articles/clarke/clarke.html]

3. Clarke, A. & Reicken, T. (2001). A school advisor association: Seeking ways to substantively change the role played by classroom teachers in pre-service teacher education. The Alberta Journal of Educational Research, 46(4), 346-355.

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