The Reflective Practitioner: Mantra or a Model For Emancipation?

Ecclestone, Kathryn

doi:10.1080/02660830.1996.11730637

Cited by 88 publications

(50 citation statements)

References 12 publications

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“…I have suggested elsewhere that there is good reason to be sceptical of the processes involved in much reflective practice (Clegg, 1999). Reflective practice, in some contexts, has become a 'mantra' (Ecclestone, 1996), a way of inculcating required normative attitudes, rather than a practice that attempts to look critically at the self and the world. Moreover, reflective practitioners as they are reported in the literature often appear as genderless and classless, lacking any racialised identity, they appear reflexively unaware of their own conditions of existence.…”

Section: the Core Notion Of This Model -'Reflective' Itself -Has mentioning

confidence: 99%

“…Rather they present worked accounts of the issues academics think are significant in accounting for the dilemmas, pleasures and conflicts of a significant part of their professional duties, namely research supervision. As statements they are unlikely to represent the repetition of an orthodoxy or 'mantra' (Ecclestone, 1996). Formal supervisor education is new and there are no pre-existing professional templates to guide colleagues in their analysis.…”

Section: Contextmentioning

confidence: 99%

“…(Bleakley, 1999, p. 315) While there is a need for theoretical clarity Katherine Ecclestone's (1996) plea for 'Much clearer accounts of different interpretations and values that underpin reflection' (Ecclestone, 1996 p. 152) should not go unattended. We need accounts of what higher education practitioners are doing in particular contexts.…”

Section: the Core Notion Of This Model -'Reflective' Itself -Has mentioning

confidence: 99%

“…Reflective practice has become associated with the achievement of personal and institutional goals (Ecclestone, 1996), rather than Schön's own proposals for a research programme designed to provide insights into the nature of professional knowledge and practice.…”

Section: Introductionmentioning

confidence: 99%

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Knowing through reflective practice in higher education

Clegg

2000

Educational Action Research

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This article explores the use of reflective practice statements as sources of data. Under certain conditions reflective practice statements can be interpreted as providing insight into the underlying mechanisms at work in organisations. The article presents an analysis of reflective practice statements produced by lecturers in higher education who have participated in a course for research supervisors. Reflective practice in higher education has not yet become institutionalised as a form of professional socialisation and the article argues that participants were actively engaged in meaning making. Such statements can be seen as productive of real insight. The data is analysed in terms of the craft skills involved in supervision, the contradictions of maintaining a sense of expertise in modern universities, the significance of emotion at work and in terms of institutional power relationships. The article concludes that properly contextualised reflective practice can produce knowledge of the mechanisms at work in the contemporary academy.

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Section: the Core Notion Of This Model -'Reflective' Itself -Has mentioning

confidence: 99%

Section: Contextmentioning

confidence: 99%

Section: the Core Notion Of This Model -'Reflective' Itself -Has mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Knowing through reflective practice in higher education

Clegg

2000

Educational Action Research

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“…), ce qui donne lieu à un manque de clarté régulièrement souligné dans la littéra-ture (Grimmett, Erickson, Mackinnon et Riecken, 1990;Ecclestone, 1996;Fendler, 2003;Beauchamp, 2006).…”

Section: Une Littérature Qui Fait éTat D'une Grande Diversité Des Conunclassified

Concept de réflexion : un regard critique

Molina

Collin

Chaubet

et al. 2011

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La réflexion est un concept très utilisé en formation initiale à l’enseignement. En traçant un portrait de l’éventail de significations trouvées dans la littérature, les auteurs de cet article portent un regard critique sur ce concept. Ils dégagent en même temps une vision développementale mais non hiérarchisée de la réflexion, lui accordant un statut de métacompétence. Un schéma permet de préciser des dimensions écologiques et méthodologiques du processus de réflexion. Les auteurs concluent en interrogeant la position qu’occupe la réflexion à l’intérieur du référentiel de compétences qui guide la formation à l’enseignement au Québec.The concept of reflection is often used in initial teacher training. Exploring the range of meanings in the literature, the authors of this article take a critical look at this concept, while forming a developmental but non-hierarchical vision of reflection, giving it the status of meta-skill. An outline describes the ecological and methodological dimensions of the process of reflection. The authors conclude by questioning the position of reflection in the skill-referential continuum that guides teacher-training in Québec.La reflexión es un concepto ampliamente utilizado en formación inicial en educación. A partir de una descripción del conjunto de significados que nos ofrece la literatura, los autores de este artículo presentan un enfoque crítico de dicho concepto y despejan una visión desarrollista mas no jerarquizada de la reflexión, otorgándole un estatus de meta-competencia. Un esquema permite precisar las dimensiones ecológicas y metodológicas del proceso de reflexión. Los autores concluyen escrutando la posición que ocupa la reflexión al interior del referencial de competencias que guía la formación de los maestros en Quebec

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Teaching “not less than maths, but more”: an overview of recent developments in adult numeracy teacher development in England — with a sidelong glance at Australia

Coben

Chanda

Mathematics Education Library

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The Reflective Practitioner: Mantra or a Model For Emancipation?

Cited by 88 publications

References 12 publications

Knowing through reflective practice in higher education

Knowing through reflective practice in higher education

Concept de réflexion : un regard critique

Teaching “not less than maths, but more”: an overview of recent developments in adult numeracy teacher development in England — with a sidelong glance at Australia

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