International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2007, Vol. 3(1) 87-107

From Reflective Practice to Practical Wisdom: Towards a Post-Foundational Teacher Education

Mustafa Yunus Eryaman

pp. 87 - 107

Publish Date: February 15, 2007  |   Single/Total View: 59/445   |   Single/Total Download: 126/716

PDF Download

Abstract

The author situates this paper within ongoing debates in related areas such as reflective practice, critical pedagogy, practical wisdom and critical theory. First, the author identifies some of the problems in the present notions of reflective teaching and progressive teacher education. He analyzes and compares the traditional-technical and interpretive literature on teaching and teacher education. None of these conceptions deal with teaching and teacher education in a reflexive way. Some problems the author identifies are located in the history of the concept 'reflective teaching' and its interpretive underpinnings. Others emerge from particular applications within teacher education itself. The author's critique challenges the prevalent conceptions of interpretive reflective teaching, and proceeds to offer a critical framework for further reconstruction of the theory and practice of reflective teaching. The final section offers an alternative conceptualization of teaching and teacher education as a post-foundational and moral-political philosophy.

Keywords:

How to Cite this Article?

APA 7th edition
Eryaman, M.Y. (2007). From Reflective Practice to Practical Wisdom: Towards a Post-Foundational Teacher Education . International Journal of Progressive Education, 3(1), 87-107.

Harvard
Eryaman, M. (2007). From Reflective Practice to Practical Wisdom: Towards a Post-Foundational Teacher Education . International Journal of Progressive Education, 3(1), pp. 87-107.

Chicago 16th edition
Eryaman, Mustafa Yunus (2007). "From Reflective Practice to Practical Wisdom: Towards a Post-Foundational Teacher Education ". International Journal of Progressive Education 3 (1):87-107.

References
  1. Abbey, R. (2000). Charles Taylor. Princeton University Press. [Google Scholar]
  2. Adler, S. & Goodman, J. (1986). Critical theory as a foundation for methods course. Journal of Teacher Education, 37(4), 2–7. [Google Scholar]
  3. Allington, R. (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann. [Google Scholar]
  4. Aristotle (1976) The Nicomachean ethics. (J. A. K. Thomson, Trans.). London: Penguin. [Google Scholar]
  5. Bernstein, R. J. (1983). Part Three: From hermeneutics to praxis. In R. J. Berstein, Beyond objectivism and relativism (pp. 109-69). University of Pennsylvania Press. [Google Scholar]
  6. Beyer, L. (1984). Field experience, ideology, and the development of critical reflectivity. Journal of Teacher Education, 35(3), 36–41. [Google Scholar]
  7. Bullough, R. (1989). Teacher education and teacher reflectivity. Journal of Teacher Education, 40(2), 15–21. [Google Scholar]
  8. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43–51. [Google Scholar]
  9. Carr, W. (1995). What is an educational practice? In W. Carr, For education towards critical educational inquiry. (pp. 60–73). Buckingham: The Open University Press. [Google Scholar]
  10. Carr, D. (1999). Professional education and professional ethics. Journal of Applied Philosophy, 16, 33– 46. [Google Scholar]
  11. Clandinin, J., & Connely, F. M. (1986). The reflective practitioner and the practioners' narrative unities. Canadian Journal of Education, 11(2), 184–198. [Google Scholar]
  12. Cole, A. L., & Knowles, J. G. (2000). Researching teaching: Exploring professional development through reflexive inquiry. New York: Allyn & Bacon. [Google Scholar]
  13. Colton, A.B., & Sparks-Langer, G. M. (1993). Conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44, 45–54. [Google Scholar]
  14. Cooper, D. E. (1996). Heidegger. London: The Claridge Press. [Google Scholar]
  15. Cruickshank, D. R. (1981). Reflective teaching. Bloomington, IN: Phi Delta Kappa. [Google Scholar]
  16. Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. New York: Bergin & Garvey. [Google Scholar]
  17. Dewey, J. (1916). Democracy and education. New York: Macmillan. [Google Scholar]
  18. Dewey, J. (1933). How we think: A restatement of reflective thinking to the educative process. Boston: Heath. [Google Scholar]
  19. Dewey, J. (1958). Art as experience. New York: Perigee Books (original work published 1934). [Google Scholar]
  20. Dinkleman, T. (2000). An inquiry into the development of critical reflection in secondary student teachers. Teaching and Teaching Education, 16, 195–222. [Google Scholar]
  21. Doyle, W. (1990). Themes in teacher education research. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of Research on Teacher Education (pp. 3-24). New York: MacMillan. [Google Scholar]
  22. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16-25. [Google Scholar]
  23. Dressman, M. (1998). Confessions of a methods fetishist: Or, the cultural politics of reflective nonengagement. In R. Chávez & J. O’Donnell (Eds.), Speaking the unpleasant: The politics of (non)engagement in the multicultural education terrain (pp. 108–126). Albany, NY: State University of New York Press. [Google Scholar]
  24. Eisner, E. (1979). The educational imagination. New York: MacMillan. [Google Scholar]
  25. Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan. [Google Scholar]
  26. Eisner, E.W. (2002). From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Education, 18, 375–385 [Google Scholar]
  27. Erickson, F., & Gutierrez, K. (2002). Culture, rigor, and science in educational research. Educational Researcher, 31(8), 21–24. [Google Scholar]
  28. Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87, 53–65. [Google Scholar]
  29. Felman, S. (1987). Jacques Lacan and the adventure of insight: Psychoanalysis in contemporary culture. Cambridge: Harvard University Press. [Google Scholar]
  30. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16–25. [Google Scholar]
  31. Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin. Gadamer, H.G. (1975). Truth and method. New York: Seabury. [Google Scholar]
  32. Gallagher, S. (1992). Hermeneutics and education. New York: State University Press. [Google Scholar]
  33. Grossman, P.L. (1990). The making of a teacher. Teacher knowledge and teacher education. New York: Teachers College Press. [Google Scholar]
  34. Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108(1), 1–29. [Google Scholar]
  35. Giroux, H. & McLaren, P. (1987). Teacher education and the politics of engagement: The case for democratic schooling. In M. Okazawa-Ray; J. Anderson and R. Traver (Eds.), Teaching, teachers and teacher education. Cambridge, MA: Harvard Educational Review. pp. 157–182. [Google Scholar]
  36. Habermas, J. (1973). Knowledge and human interests. London: Heinemann. [Google Scholar]
  37. Habermas, J. (1984, 1988) The theory of communicative action. (T. McCarthy, Trans.). Boston: Beacon Press. [Google Scholar]
  38. Higgins, C. (2001). From reflective practice to practical wisdom: Three models of liberal teacher education. Philosophy of Education Yearbook 2001, 92–9. [Google Scholar]
  39. Kessels, Jos. P.A.M., & Korthagen, F.A.J. (1996). The relationship between theory and practice: Back to the classics. Educational Researcher, 23, 17-22. [Google Scholar]
  40. Kerdeman, D. (2001). Exposure and expertise: Philosophy for teacher education. Philosophy of Education Yearbook 2001, 100–3. [Google Scholar]
  41. Langford, G. (1989). Teaching and the idea of social practice. In W. Carr (Ed.), Quality in teaching: Arguments for a reflective profession (pp. 21-34). New York: The Falmer Press. [Google Scholar]
  42. Loughran, J. & Northfield, J. Newman, J. M. (1998). Tensions of teaching: Beyond tips to critical reflection. New York: Teachers College Press. [Google Scholar]
  43. Noddings, N. (1988). The ethics of caring and its implications for instructional arrangements. American Journal of Education, 96, 215–229. [Google Scholar]
  44. Noddings, N. (1992). The challenge to care in school : an alternative approach to education. New York: Teachers College Press. [Google Scholar]
  45. Noffke, S., & Brennan, M. (1991). Student teachers use action research: Issues and examples. In B. Tabachnick & K. Zeichner (Eds.). Issues and Practices in Inquiry-Oriented Teacher Education. New York: Falmer Press. [Google Scholar]
  46. Noffke, S., & Brennan, M. (2005). The dimensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 59–78. [Google Scholar]
  47. Nussbaum, M. C. (1990). Love's Knowledge: Essays on Philosophy and Literature. New York: Oxford University Press. [Google Scholar]
  48. Pendlebury, S. (1995). Reason and story in wise practice. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research (pp. 50-65). Teachers College Press. [Google Scholar]
  49. Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. [Google Scholar]
  50. Schon, D. A.(1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press. Schwandt, T.A. (2002). Evaluation as practical hermeneutics. In T. A. Schwandt (Ed.), Evaluation practices revisited (pp. 59-74). Peter Lang Publishing. [Google Scholar]
  51. Stringer, E. T. (1999). Action research. Thousand Oaks: Sage. [Google Scholar]
  52. Taylor, C. (1991). The dialogical self. In D. R. Hiley, J. Bowman, & R. Shusterman (Eds.), The interpretive turn (pp. 304-314). Cornell University Press. [Google Scholar]
  53. Taylor, C. (2002). Gadamer on the human sciences. In R. J. Dostal (Ed.), The Cambridge companion to Gadamer (pp. 126-142). Cambridge University Press. [Google Scholar]
  54. Taylor, C. (1995). Overcoming epistemology. In C. Taylor, Philosophy and the human sciences: Philosophical papers 2. Cambridge University Press. [Google Scholar]
  55. Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: State University of New York Press. [Google Scholar]
  56. Van Manen, M. (1992). Reflectivity and the pedagogical moment: The normativity of pedagogical thinking and acting. Journal of Curriculum Studies, 23(6), 507–536. [Google Scholar]
  57. Zeichner, K. (1992). Conceptions of reflective teaching in contemporary U.S. teacher education program reforms. In L. Valli (Ed.), Reflective teacher education. Cases and critiques. New York: State University of New York Press. [Google Scholar]
  58. Zeichner, K. & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–48. [Google Scholar]
  59. Zeichner, K. & Liston, D. (1990). Traditions of reform and reflective reaching in US teacher education. Michigan: National Centre for Research in Teacher Education at Michigan State University. [Google Scholar]
  60. Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. New Jersey: Lawrence Erlbaum Associates. [Google Scholar]
Meta
Vol. 3 (1)
Download
Metric
History
Related

Volume 3 Issue 1

February 2007

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.