Abstract
The concept of the ‘reflective practitioner’ is strongly promoted in teacher education. Beginning teachers, however, are rarely supported in developing towards this ideal in any systematic way. In this chapter, Hannah Arendt’s work on ‘enlarged thought’, drawn from her reading of Kant on judgement, is deployed as a means of exploring how beginning teachers can develop the resources to enable reflection to be conducted on the basis of a much more robust theoretical underpinning. The chapter concludes with some practical suggestions about the range of sources to which beginning teachers could be encouraged to refer when engaging in reflection on their own practice and when making professional decisions.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Arendt, H. (1992). Lectures on Kant’s political philosophy. Chicago: University of Chicago Press.
Arendt, H. (1994). Essays in understanding. New York: Random House.
Arendt, H. (1999). Walter Benjamin 1892–1940. In W. Benjamin (Ed.), Illuminations (pp. 7–55). London: Pimlico.
Arendt, H. (2003). Responsibility and judgment. New York: Random House.
Arendt, H. (2006). Between past and future. New York: Penguin.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Dewey, J. (1916). Democracy and education. New York: Macmillan.
Dewey, J. (2012 {1910}). How we think. Mansfield Centre CT: Martino Publishing.
Kant, I. (2007 {1790}). Critique of judgement. New York: Oxford University Press.
Moore, A. (2004). The good teacher. Abingdon: Routledge.
Schön, D. (1983). The reflective practitioner. USA: Basic Books.
Smith, S. (2001). Education for judgement: An Arendtian paradox? In M. Gordon (Ed.), Hannah arendt and education (pp. 67–92). Boulder, CO: Westview Press.
Strong, T. (2012). Politics without vision. Chicago: University of Chicago Press.
Zeichner, K. M. (1994). Research on teacher thinking and different views of reflective practice in teaching and teacher education. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers’ minds and actions: Research on teachers’ thinking and practice (pp. 9–28). Bristol, PA: Falmer Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Gillies, D. (2017). Developing the Thoughtful Practitioner. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_2
Download citation
DOI: https://doi.org/10.1007/978-981-10-4075-7_2
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-4073-3
Online ISBN: 978-981-10-4075-7
eBook Packages: EducationEducation (R0)