Developing and Sustaining Critical Reflection in Teacher Education
Developing and Sustaining Critical Reflection in Teacher Education
复制标题
发展和维持教师教育的批判性反思
作者：
J. Smyth
Smyth提供了反思性在教师教育中作为一种概念推力的背景信息。他还讨论了教师和教师教育者试图在课程中实施批判性反思时遇到的一些阻碍。Smyth总结说，如果教师（和教师教育者）想要发现抑制和约束他们的力量，他们需要在教学方面采取四种形式的行动。这些“形式”的特点是四个连续的阶段，并与一系列问题相关联：(a)描述（我做什么？），(b)告知（这意味着什么？），(c)面对（我是如何变成这样的？）和(d)重建（我如何以不同的方式做事？）。
Smyth provides background informa tion on the emergence of reflectivity as a conceptual thrust in teacher education. He also discusses some of the impedi ments to empowerment that teachers and teacher educators confront as they attempt to implement critical reflection in their curricula. Smyth concludes that if teachers (and teacher educators) are going to uncover the forces that inhibit and constrain them, they need to en gage in four forms of action with respect to teaching. These "forms" are charac terized by four sequential stages and are linked to a series of questions: (a) de scribing (What do I do?), (b) informing (What does this mean?), (c) confronting (How did I come to be like this?), and (d) reconstructing (How might I do things differently?).