Teaching and Learning through Reflective Practice

Formazione e-learning degli insegnanti e pensiero creativo

“…Da diversi anni nella letteratura internazionale (Argyris & Schön, 1978;Schön, 1983;Carr & Kemmis, 1986;Van Manen, 1993;Zeichner & Liston, 1996;Parker, 1997;Ghaye & Ghaye, 1998;Sternberg,1999;Furlong, Barton, Miles, Whiting, & Whitty, 2000;Korthagen, 2001;Cesa-Bianchi & Antonietti, 2003;Mortari, 2003;Clarke & Chambers, 2005) si sottolineano, e soprattutto si cercano di indagare, gli aspetti creativi nell'ambito delle competenze degli insegnanti. Già John Dewey descriveva il processo riflessivo come una funzione fondamentale della mente stimolata da un «disagio cognitivo», uno stato di incertezza che richiede l'esame retrospettivo della situazione e il superamento del dubbio attraverso la strutturazione di nuove decisioni i cui esiti in quanto procedurali, producono un nuovo equilibrio in vista di nuovi problemi (Dewey, 1933).…”

‘Reflect’ – is this too much to ask?

“…Reflection upon practice helps us to find meaning and make sense of what we are doing (Ghaye & Ghaye, 1998). Making sense of what we are doing requires us to understand ourselves.…”

Now what? First year student teachers' reflective journal writing

“…It is the process of assessing and comparing existing practice and knowledge in order to predict, speculate and answer questions. While reflection may mean loosely different things to contemporary educators (Ghaye & Ghaye, 2001), several writers regard reflection in education as an essential tool for linking practice and theory and for comprehending the significance of tacit knowledge through the asking of stimulating questions (Cattley, 2004;Joseph & White, 2006, Korthagen, Loughran, & Russell, 2006. Reflection leads to the analysis and possible replacing and reframing of assumptions, thinking and practice (Down, 2006;Peters & Le Cornu, 2006), critical in teaching in the twenty-first century.…”

“…There is limited learning without reflection (Joseph & White, 2006;Schön, 1983) so there needs to be time and approaches for reflection as a framing condition for ongoing professional learning (Ussher, 2001;White, 2009). Interactive opportunities enable teachers to write and talk about observations, thinking, reading and practice, as greater learning value occurs when teachers interrogate events particularly through dialogue (Ghaye & Ghaye, 2001;Maloney & Campbell-Evans, 2002). To effectively interrogate events and practices over time and with others, it is essential to have a written record of both the actual event and own thinking.…”