Ethical and political implications of reflective practice among preservice teachers. Issue 5 (3rd September 2017)

• Record Type: Journal Article
• Authors: LaBelle, Jeffrey T.
• Is Part Of: Reflective practice. Volume 18:Issue 5(2017)
• Page Start: 688
• Page End: 698
• Publication Date: 2017-09-03
• Subjects: Reflective practice -- reflective thinking -- reflective journaling -- preservice teachers -- teacher education -- dispositions; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2017.1307727
• Languages: English
• ISSNs: 1462-3943

Abstract

Abstract: This study investigates the ethical and political implications of reflective practice among preservice teachers. The author reviewed previous research which suggests the need for a more critical analysis of teacher education programs to implement more intensive reflective methodologies that foster authentic, caring, dispositional development as a moral obligation toward socially just practice rather than mere audited compliance with standards-based technical training. This position paper then analyzes preservice teacher education as an interdependent process of methodological development, perceptive development, and cognitive/affective development. Finally, the author makes recommendations for program modification to better prepare preservice teachers to conceptualize their transformative role in society.