Document Type

Article

Language

eng

Publication Date

2017

Publisher

Taylor & Francis

Source Publication

Reflective Practice

Source ISSN

1462-3943

Abstract

This study investigates the ethical and political implications of reflective practice among preservice teachers. The author reviewed previous research which suggests the need for a more critical analysis of teacher education programs to implement more intensive reflective methodologies that foster authentic, caring, dispositional development as a moral obligation toward socially just practice rather than mere audited compliance with standards-based technical training. This position paper then analyzes preservice teacher education as an interdependent process of methodological development, perceptive development, and cognitive/affective development. Finally, the author makes recommendations for program modification to better prepare preservice teachers to conceptualize their transformative role in society.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Reflective Practice, Vol. 18, No. 5 (2017): 688-698, available online: https://www.tandfonline.com/doi/full/10.1080/14623943.2017.1307727. © 2017 Taylor & Francis. Used with permission.

Available for download on Tuesday, January 01, 2019

Included in

Education Commons

Share

COinS