Taylor & Francis
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.
LaBelle, Jeffrey, "Ethical and Political Implications of Reflective Practice among Preservice Teachers" (2017). College of Education Faculty Research and Publications. 477.
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.