A Critical Analysis of Reflection as a Goal for Teacher Education
A Critical Analysis of Reflection as a Goal for Teacher Education
复制标题
作为教师教育目标的反思的批判性分析
DOI：
10.1007/978-0-387-85744-2_4
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
K. Liu
中科院分区：
文献类型：
--
作者：
Kenneth M. Zeichner;K. Liu
本章讨论了将反思作为教师教育目标的不同观点。首先，我们研究了世界各地将反思视为教师教育目标的不同方式。接下来，我们讨论与这项工作相关的三个问题（a）反思性教师教育在多大程度上导致了真正的教师发展，（b）教师教育中的反思目标在多大程度上促进了教育公平，以及（c）准备反思性教师的目标与我们对教师工作的物质现实的了解之间的关系。在对中国这一国家的反思运用进行考察后，我们探讨了全球和地方力量对中国教师教育反思运用的影响，并考察了过去 25 年教师教育反思概念发展的几个总体趋势。
This chapter discusses different views of reflection as a goal for teacher education. First, we examine the different ways in which reflection has been thought about as a goal for teacher education around the world. Next, we discuss three questions in relation to this work (a) the degree to which reflective teacher education has resulted in genuine teacher development, (b) the extent to which the goal of reflection in teacher education has contributed to educational equity, and (c) the relationships between the goal of preparing reflective teachers and what we know about the material realities of teachers work. Following an examination of the use of reflection in one country, China, which explores the influence of global and local forces on the use of reflection in Chinese teacher education, we examine several general trends in the development of the concept of reflection in teacher education in the last 25 years.