Reflection and Teacher Education
Reflection and Teacher Education
复制标题
反思与教师教育
DOI：
10.1080/02607479620269
复制
发表时间：
1996
影响因子：
4
通讯作者：
Stephen Newman
中科院分区：
文献类型：
--
作者：
Stephen Newman
反思性实践的概念在教师教育中的重要性是毋庸置疑的。该领域被引用最多的作者之一是唐纳德·舍恩。在英语教师教育中，有些人认为舍恩的工作证明了校本培训的合理性，试图弥合教师教育理论和实践方面之间的所谓差距（Furlong et al.，1988年，第123页）。在本文中，这一观点受到挑战，有人建议，舍恩的工作，一旦放置在维特根斯坦的描述语言的背景下，可以重新解释，以支持更广泛的概念，教师教育和专业发展。
There can be little doubting the importance in teacher education of the notion of reflective practice. One of the most widely cited authors in the field is Donald Schon. In English teacher education, some have seen Schon's work as justifying a move toward school-based training in an attempt to bridge the alleged gap between the theoretical and practical aspects of teacher education (Furlong et al., 1988, p. 123). In this paper this view is challenged; it is suggested that Schon's work, once placed within the context of a Wittgensteinian description of language, can be reinterpreted to support a wider notion of teacher education and professional development.