Reflecting to Conform? Exploring Irish Student Teachers' Discourses in Reflective Practice

被引：31

作者：

McGarr, Oliver ^{[1
]}

McCormack, Orla ^{[1
]}

机构：

[1] Univ Limerick, Dept Educ & Profess Studies, Limerick, Ireland

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2014年 / 107卷 / 04期

关键词：

critical reflection; reflective practice; school placement; student teacher; teacher narratives; EDUCATION;

D O I：

10.1080/00220671.2013.807489

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers' reflections revealed a desire to fit in and conform. Reflections portrayed student teachers' allegiance to conventional practices rather than a critique of them. Issues associated with power relations remained uncontested. The authors explore possible reasons for these low levels of critique and examines the normative effect of cultural practices on student teachers' reflections.

引用

页码：267 / 280

页数：14

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