Abstract
Engaging in new ways of teaching and learning in technology-rich, flexible environments calls on teachers to make significant shifts in their practice, and with these shifts are included significant mental shifts. Reflective practice is not an uncomplicated characteristic, as this chapter will demonstrate, by considering some of its key features. The relationship of reflective practice to appraisal will be problematised, specifically by drawing attention to the role of trust, before taking a critical stance towards the officially sanctioned form of reflection in The New Zealand Curriculum, namely, ‘Teaching as Inquiry’. The reflective transitions of the participants who were observed and who participated in interviews and focus groups, are considered through their experiences, practices and mental attitudes.
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Notes
- 1.
A rejection of hierarchical, ordered and finite concepts in preference to multiplicity and endless variety.
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Benade, L. (2017). The Impacts on Teachers’ Work: Practitioner Attitudes and Reflective Transitions. In: Being A Teacher in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-10-3782-5_7
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