Because of the complexities of teaching and learning about teaching, various approaches to pre-service teacher education have evolved over the years. However, one aspect of teacher education that continually receives attention in both curriculum and research is the way teachers think about their practice. Since at least the time of Dewey, such thinking about practice has been termed reflection and in teacher education courses there has been a focus on developing reflective practitioners. Programs designed to 'make' reflective practitioners have been vigorously pursued in pre-service and in-service education. One reason for this is the perceived common-sense link between reflection and learning, hence the value of its use in teaching and teacher education.
Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. The capacity to reflect is developed to different stages in different people and it may be this ability which characterizes those who learn effectively from experience. (Boud, Keogh and Walker, 1985, p. 19)
In Dewey's (1933) revised edition of How We Think he clearly states what he defines as reflective thinking. ...Show more