International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | 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   |  Manu. Number: ijpe.2007.017

Published online: February 15, 2007  |   Number of Views: 56  |  Number of Download: 322


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.


How to Cite this Article?

APA 6th 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.

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.

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