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Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education

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Reflective Theory and Practice in Teacher Education

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 17))

Abstract

The argument presented in this chapter begins with the suggestion that reflective practice involves epistemological challenges that have not been adequately addressed in the context of traditional assumptions about the design and conduct of teacher education programs. An analysis of literature about technical rationality, reflection-in-action, and the central issues of reflective practice is followed by a discussion of the significance of mindfulness. We propose that one way to address the neglected epistemological challenges involves a new epistemology for professional practice generally and for teaching and teacher education specifically. We pose a series of significant questions arising from the argument, and we suggest various points of entry for teacher educators willing to accept the complex epistemological challenge that we have identified. Relevant concepts include mindfulness, habits of mind, teaching artistry, explicit instruction, listening, authorizing voice, reflective teaching, tacit knowledge, critical reflection, and mastery. Because teacher educators possess teaching experience that their students do not, it falls to teacher educators to introduce and model an epistemology of practice for those learning to teach.

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Acknowledgment

The preparation of this chapter has been assisted by data collected and analyzed under grants from the Social Sciences and Humanities Research Council of Canada.

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Authors and Affiliations

  1. Queen’s University Faculty of Education, Kingston, ON, Canada

    Tom Russell & Andrea K. Martin

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  1. Tom Russell
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  2. Andrea K. Martin
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Correspondence to Tom Russell .

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Editors and Affiliations

  1. Federation University Australia, Ballarat, Victoria, Australia

    Robyn Brandenburg

  2. California State University Fullerton, Fullerton, California, USA

    Kathryn Glasswell

  3. Australian Catholic University, Ballarat, Victoria, Australia

    Mellita Jones

  4. Australian Catholic University, Melbourne, Victoria, Australia

    Josephine Ryan

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Russell, T., Martin, A.K. (2017). Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education. In: Brandenburg, R., Glasswell, K., Jones, M., Ryan, J. (eds) Reflective Theory and Practice in Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-3431-2_2

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  • DOI: https://doi.org/10.1007/978-981-10-3431-2_2

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3429-9

  • Online ISBN: 978-981-10-3431-2

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