Toward Transformative Reflective Practice in Teacher Education
This chapter advances the contention raised throughout the book, that reflective practice, despite its pervasiveness in teaching and teacher education, is often applied to a wide range of distinct, and sometimes incongruent practices. In this chapter, the
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Robyn Brandenburg Kathryn Glasswell · Mellita Jones Josephine Ryan Editors
Reflective Theory and Practice in Teacher Education
Self-Study of Teaching and Teacher Education Practices Volume 17
Series editor John Loughran, Monash University, Clayton, Australia Advisory board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, University of Ottawa, Ontario, Canada Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen’s University, Canada
More information about this series at http://www.springer.com/series/7072
Robyn Brandenburg • Kathryn Glasswell Mellita Jones • Josephine Ryan Editors
Reflective Theory and Practice in Teacher Education
Editors Robyn Brandenburg Federation University Australia Ballarat, VIC, Australia
Kathryn Glasswell California State University Fullerton Fullerton, CA, USA
Mellita Jones Australian Catholic University Ballarat, VIC, Australia
Josephine Ryan Australian Catholic University Melbourne, VIC, Australia
ISSN 1875-3620 ISSN 2215-1850 (electronic) Self-Study of Teaching and Teacher Education Practices ISBN 978-981-10-3429-9 ISBN 978-981-10-3431-2 (eBook) DOI 10.1007/978-981-10-3431-2 Library of Congress Control Number: 2017936209 © Springer Nature Singapore Pte Ltd. 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
Foreword
Reflection is a topic that, over time, has consistently attracted attention in teaching and teacher education. John Dewey (1933) certainly drew serious attention to the notion of reflection in a powerful manner, not least because his views on the topic emerged at a
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