From Reflective Practice to Practical Wisdom: Towards a Post-Foundational Teacher Education

Abstract

The author situates this paper within ongoing debates in related areas such as reflective practice, critical pedagogy, practical wisdom and critical theory. First, the author identifies some of the problems in the present notions of reflective teaching and progressive teacher education. He analyzes and compares the traditional-technical and interpretive literature on teaching and teacher education. None of these conceptions deal with teaching and teacher education in a reflexive way. Some problems the author identifies are located in the history of the concept “reflective teaching” and its interpretive underpinnings. Others emerge from particular applications within teacher education itself. The author’s critique challenges the prevalent conceptions of interpretive reflective teaching, and proceeds to offer a critical framework for further reconstruction of the theory and practice of reflective teaching. The final section offers an alternative conceptualization of teaching and teacher education as a post-foundational and moral-political philosophy

Kaynakça

1. Abbey, R. (2000). Charles Taylor. Princeton University Press.
2. Adler, S. & Goodman, J. (1986). Critical theory as a foundation for methods course. Journal of Teacher Education, 37(4), 2–7.
3. Allington, R. (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann.
4. Aristotle (1976) The Nicomachean ethics. (J. A. K. Thomson, Trans.). London: Penguin.
5. Bernstein, R. J. (1983). Part Three: From hermeneutics to praxis. In R. J. Berstein, Beyond objectivism and relativism (pp. 109-69). University of Pennsylvania Press.
6. Beyer, L. (1984). Field experience, ideology, and the development of critical reflectivity. Journal of Teacher Education, 35(3), 36–41.
7. Bullough, R. (1989). Teacher education and teacher reflectivity. Journal of Teacher Education, 40(2), 15–21.
8. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43–51.

9. Carr, W. (1995). What is an educational practice? In W. Carr, For education towards critical educational inquiry. (pp. 60–73). Buckingham: The Open University Press.
10. Carr, D. (1999). Professional education and professional ethics. Journal of Applied Philosophy, 16, 33– 46.
11. Clandinin, J., & Connely, F. M. (1986). The reflective practitioner and the practioners' narrative unities. Canadian Journal of Education, 11(2), 184–198.
12. Cole, A. L., & Knowles, J. G. (2000). Researching teaching: Exploring professional development through reflexive inquiry. New York: Allyn & Bacon.
13. Colton, A.B., & Sparks-Langer, G. M. (1993). Conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44, 45–54.
14. Cooper, D. E. (1996). Heidegger. London: The Claridge Press.
15. Cruickshank, D. R. (1981). Reflective teaching. Bloomington, IN: Phi Delta Kappa.
16. Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. New York: Bergin & Garvey.
17. Dewey, J. (1916). Democracy and education. New York: Macmillan.
18. Dewey, J. (1933). How we think: A restatement of reflective thinking to the educative process. Boston: Heath.
19. Dewey, J. (1958). Art as experience. New York: Perigee Books (original work published 1934).
20. Dinkleman, T. (2000). An inquiry into the development of critical reflection in secondary student teachers. Teaching and Teaching Education, 16, 195–222.
21. Doyle, W. (1990). Themes in teacher education research. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of Research on Teacher Education (pp. 3-24). New York: MacMillan.
22. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16-25.
23. Dressman, M. (1998). Confessions of a methods fetishist: Or, the cultural politics of reflective nonengagement. In R. Chávez & J. O’Donnell (Eds.), Speaking the unpleasant: The politics of (non)engagement in the multicultural education terrain (pp. 108–126). Albany, NY: State University of New York Press.
24. Eisner, E. (1979). The educational imagination. New York: MacMillan.
25. Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
26. Eisner, E.W. (2002). From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Education, 18, 375–385
27. Erickson, F., & Gutierrez, K. (2002). Culture, rigor, and science in educational research. Educational Researcher, 31(8), 21–24.
28. Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87, 53–65.
29. Felman, S. (1987). Jacques Lacan and the adventure of insight: Psychoanalysis in contemporary culture. Cambridge: Harvard University Press.
30. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16–25.
31. Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.
32. Gadamer, H.G. (1975). Truth and method. New York: Seabury.
33. Gallagher, S. (1992). Hermeneutics and education. New York: State University Press.
34. Grossman, P.L. (1990). The making of a teacher. Teacher knowledge and teacher education. New York: Teachers College Press.
35. Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108(1), 1–29.
36. Giroux, H. & McLaren, P. (1987). Teacher education and the politics of engagement: The case for democratic schooling. In M. Okazawa-Ray; J. Anderson and R. Traver (Eds.), Teaching, teachers and teacher education. Cambridge, MA: Harvard Educational Review. pp. 157–182.
37. Habermas, J. (1973). Knowledge and human interests. London: Heinemann.
38. Habermas, J. (1984, 1988) The theory of communicative action. (T. McCarthy, Trans.). Boston: Beacon Press.
39. Higgins, C. (2001). From reflective practice to practical wisdom: Three models of liberal teacher education. Philosophy of Education Yearbook 2001, 92–9.
40. Kessels, Jos. P.A.M., & Korthagen, F.A.J. (1996). The relationship between theory and practice: Back to the classics. Educational Researcher, 23, 17-22.
41. Kerdeman, D. (2001). Exposure and expertise: Philosophy for teacher education. Philosophy of Education Yearbook 2001, 100–3.
42. Langford, G. (1989). Teaching and the idea of social practice. In W. Carr (Ed.), Quality in teaching: Arguments for a reflective profession (pp. 21-34). New York: The Falmer Press.
43. Loughran, J. & Northfield, J. Newman, J. M. (1998). Tensions of teaching: Beyond tips to critical reflection. New York: Teachers College Press.
44. Noddings, N. (1988). The ethics of caring and its implications for instructional arrangements. American Journal of Education, 96, 215–229.
45. Noddings, N. (1992). The challenge to care in school : an alternative approach to education. New York: Teachers College Press.
46. Noffke, S., & Brennan, M. (1991). Student teachers use action research: Issues and examples. In B. Tabachnick & K. Zeichner (Eds.). Issues and Practices in Inquiry-Oriented Teacher Education. New York: Falmer Press.
47. Noffke, S., & Brennan, M. (2005). The dimensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 59–78.
48. Nussbaum, M. C. (1990). Love's Knowledge: Essays on Philosophy and Literature. New York: Oxford University Press.
49. Pendlebury, S. (1995). Reason and story in wise practice. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research (pp. 50-65). Teachers College Press.
50. Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
51. Schon, D. A.(1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
52. Schwandt, T.A. (2002). Evaluation as practical hermeneutics. In T. A. Schwandt (Ed.), Evaluation practices revisited (pp. 59-74). Peter Lang Publishing.
53. Stringer, E. T. (1999). Action research. Thousand Oaks: Sage.
54. Taylor, C. (1991). The dialogical self. In D. R. Hiley, J. Bowman, & R. Shusterman (Eds.), The interpretive turn (pp. 304-314). Cornell University Press.
55. Taylor, C. (2002). Gadamer on the human sciences. In R. J. Dostal (Ed.), The Cambridge companion to Gadamer (pp. 126-142). Cambridge University Press.
56. Taylor, C. (1995). Overcoming epistemology. In C. Taylor, Philosophy and the human sciences: Philosophical papers 2. Cambridge University Press.
57. Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: State University of New York Press.
58. Van Manen, M. (1992). Reflectivity and the pedagogical moment: The normativity of pedagogical thinking and acting. Journal of Curriculum Studies, 23(6), 507–536.
59. Zeichner, K. (1992). Conceptions of reflective teaching in contemporary U.S. teacher education program reforms. In L. Valli (Ed.), Reflective teacher education. Cases and critiques. New York: State University of New York Press.
60. Zeichner, K. & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–48.
61. Zeichner, K. & Liston, D. (1990). Traditions of reform and reflective reaching in US teacher education. Michigan: National Centre for Research in Teacher Education at Michigan State University.
62. Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. New Jersey: Lawrence Erlbaum Associates.