The notion of reflection in teacher education is both multifaceted and dynamic. Its diverse meaning permeates the whole of the book and in Chapter 3 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. (Reading 3.1)
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 Schön extends the work of Dewey to develop ideas that have been very influential as thinking about reflection has developed over the last thirty years or so.
- Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, London: Maurice Temple Smith. (Reading 3.2)
- Schön, D. A. (1987) Educating the Reflective Practitioner, San Francisco: Jossey Bass.
Michael Eraut has produced a very useful critique of Schön’s thinking.
- Eraut, M. (1995) Schön Shock: A Case for Reframing Reflection-in-Action, Teachers and Teaching: Theory and Practice, 1, 1, p.9-23.