Waikato Journal of Education


Current teacher education programmes are underpinned by a commitment to the notion of the reflective practitioner and yet, on the whole, pre-service and beginning teachers tend to be resistant to change, tend towards imitation in their classroom practice, and, while on practicum, are committed for a variety of reasons to the continuance of the status quo. In addressing this apparent lack of success in pre-service education to foster reflection in pre-service teachers, this article argues that some components in current paradigms warrant revisiting and changing either in extent or kind. Consideration focuses on the purpose of reflection, the person who reflects, the context for reflection, the process of reflection and finally the role of the framework for reflection. It posits that if reflection is not to become reduced to a competency in teaching technique, it must be addressed in the context of the on campus course as well as in the practicum. The development of an alternative working definition for reflection, which addresses professional self-awareness and the assumptions underpinning professional decision-making, poses challenges for teacher education pedagogy.

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