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.
