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Notes for Further Reading
Overview
The notion of reflection in teacher education is both multifaceted and dynamic. Its diverse meaning permeates the whole of the book and in the first chapter there is an exploration of its nature. Two books that are fundamentally important as source material are:
Dewey, J. (1916) Democracy and Education, New York: Free Press.
Dewey, J. (1933) How We Think, A Restatement of the Relation of Reflective Thinking to the Education Process, Chicago: Henry Regneny. (Reading1.1)
For a summary of writings about reflective teaching and related practices see:
Zeichner, M. and Liston, P. (1996) Reflective Teaching. An Introduction, New Jersey: Lawrence Erlbaum.
Donald Schon uses the Dewey context to develop ideas that have been very influential as thinking about reflection has developed over the last twenty years or so.
Schon, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, London: Maurice Temple Smith. (Reading 1.2)
Schon, D. A. (1987) Educating the Reflective Practitioner, San Francisco: Jossey Bass.
Michael Eraut has produced a very useful critique of the Schon material.
Eraut, M. (1995) Schon Shock: A Case for Reframing Reflection-in-Action, Teachers and Teaching; Theory and Practice, 1, 1, p.9-23.
There are a number of texts which have a more professionally oriented approach to help teachers understand the process of reflection.
Solder, J., Craft, A. and Burgess, H. (2000) (Eds) Teacher Development, Exploring our Own Practice, London: Paul Chapman.
Turner-Bisset, R. (2001) Expert Teaching. Knowledge and Pedagogy to Lead the Profession, London: David Fulton.
Collins, J. and Cook, D. (2000) (Eds) Understanding Learning. London: Paul Chapman.
Hart, S. (2000) Thinking Through Teaching, A Framework for Enhancing Participation and Learning, London: David Fulton.
Additionally, titles by Denis Hayes provide insight into the processes of learning to teach that goes beyond the mere acquisition of standards and considers the importance of engaging with critical reflection. Three books in particular cite the importance of reflection.
Hayes, D. (2003) Planning, Teaching and Class Management in Primary Schools. London: David Fulton (3rd edition).
Hayes, D. (1999) Foundations of Primary Teaching. London: David Fulton.
Jacques, K. and Hyland, R. (2003) Professional Studies: Primary Phase. Exeter: Learning Maters (2nd edition).
The Standards for Qualified Teacher Status (in England) were re-defined in 2002. Reflection is arguably embedded within the first section of the Standards 'Professional Values and Practice'. Michael Cole's edited collection provides an interesting and practical resource for student teachers who wish to engage with reflection.
Cole, M. (2002) (Ed) Professional Values and Practice for Teachers and Student Teachers. London: David Fulton (2nd edition).
In addition to generic titles, there are also some titles which are more subject specific, for example:
Kent, A. (2000) (Ed) Reflective Practice in Geography Teaching. London: Paul Chapman.
Ovens, P. (1999) Reflective Teacher Development in Primary Science, London: Routledge Falmer.
Bolton, G. (2002) Reflective Practice, Writing and Professional Development. London: Paul Chapman.
This latter book provides an interesting 'outside' perspective. It is focused on reflective practice for Higher Education practitioners but arguably can be transferred to reflective practice in the school context.
Section 1: Dilemmas, Reflection and Effectiveness
The dilemmas in educational decision-making, which suggest that reflection is a continually necessary element of teaching, are analysed in Reading 1.3:
Berlak, H. and Berlak, A. (1981) Dilemmas of Schooling, London: Methuen.
In teacher education a basis for reflection has been firstly competences and latterly standards. Information about this context can be gleaned from these sources. The first two are concerned with the recent and current requirements for all courses of initial teacher training. The next two offer critiques of these whilst the Furlong et al text is a major research project concerned with current issues in teacher education.
DfEE (1998) Teaching: High Status, High Standards. Requirements for Courses in Initial Teacher Training, London: DfEE.
DfES/TTA (2002) Qualifying to Teach, London: DfES/TTA.
Richards, C., Simco, N. and Twiselton, S. (1998) Primary Initial Teacher Education, High Status? High Standards?, London: Falmer.
Simco, N. and Wilson, T. (2002) Primary Initial Teacher Training and Education: Revised Standards, Bright Future?, Exeter: Learning Matters.
Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. (2000) Teacher Education in Transition, Reforming Professionalism?, Buckingham: Open University Press.
A wide range of texts explore the relationship between professional practice and research, particularly action research. Many of these stem from the theoretical basis offered by Lawrence Stenhouse.
Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, London: Heinemann. (Reading 3.1)
Elliott, J (1996), Action Research for Educational Change, Milton Keynes: Open University Press.
Hustler, D. et al (Eds), (1986) Action Research in Classrooms and School, London: Allen and Unwin.
Dadds, M. (1995) Passionate Enquiry and School Development, London: Falmer.
Gaye, A. and Gaye, K. (1998) Teaching and Learning through Critical Reflective Practice, London: David Fulton.
Sotto, E. (2001) When Teaching Becomes Learning, London: Continuum.
McNiff, J. (1993) Teaching as Learning an Action Research Approach, London: Routledge.
Muijs, D. and Reynolds, D. (2001) Effective Teaching, London: Paul Chapman.
A description of teacher effectiveness can be found in:
Hay McBer (2000) Research into Teacher Effectiveness. A Model of Teacher Effectiveness, London: DfEE
Section 2: The Meaning of Reflective Teaching
For an overview of reflective teaching try these texts (in addition to those mentioned in the first section of these notes for further readings).
Hayton, L, K. (1990) Reflection and Professional Knowledge: A Conceptual Framework, in C. Day, M. Pope and P. Denicolo (Eds), Insight into Teachers’ Thinking and Practice, London: Falmer.
Calderhead, J. and Gates, P. (1993) Conceptualizing Reflection in Teacher Development, London: Falmer.
Zeichner, K. M. (1983) Alternative Paradigms of Teacher Education, Journal of Teacher Education, Vol XXXIV, 3, pp3-9.
Zeichner, J. M. and Liston, D. P. (1987) Teaching Student Teachers to Reflect, Harvard Educational Review 37, 1, pp23-49.
Tabachnick, R. and Zeichner, K. (Eds), (1991) Issues and Practice in Inquiry-Oriented Teacher Education, London: Falmer (Reading 1.5)
Some books relate professional development through the reflective domain to the actual process of learning to teach.
Calderhead, J. and Shorrock, S. B. (1997) Understanding Teacher Education, London: Falmer.
Bennett, N. and Carre, C. (Eds), (1993) Learning to Teach, London: Routledge.
Wragg, E. C., (1993) Primary Teaching Skills, London: Routledge.
Others provide helpful background analysis that enables you as reflective practitions to understand more of the context for your reflective activity.
Wilson, J. (2000) Key Issues in Learing and Teaching. London: Continuum.
McCulloch (2000) The Politics of Professionalism. London: Continuum.
Sugrue, C. and Day, C. (2001) Developing Teachers and Teaching Practice. London: RoutledgeFalmer.
In addition ...
Much of this chapter is underpinned by a Dewey perspective on reflection. The following text provides a very different perspective.
O’Hear, A. (1991), Education and Democracy, Against the Educational Establishment, London: Claridge.
Also, it will be worthwhile to consider current government thinking in education and to determine the extent to which critical reflection is present.
DfEE (2001) Schools Building on Success: Raising Standards, Promoting Diversity, Achieving Results, London: DfEE.
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