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Capturing complexity: a typology of reflective practice for teacher education
ARTICLE

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TATE Volume 18, Number 1 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Reflection has become an integral part of teacher education, yet its elusive boundaries make it difficult to define and teach. Examining the various facets of reflection with respect to teaching clarifies the concept, making it more accessible to pre-service teachers learning to reflect on their practice. This article explores those facets and provides a typology designed to guide teacher educators in teaching reflection to pre-service teachers.

Citation

Jay, J.K. & Johnson, K.L. Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 18(1), 73-85. Elsevier Ltd. Retrieved November 21, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(01)00051-8

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