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Teacher Education Quarterly, v36 n3 p149-165 Sum 2009

Teacher reflectivity has become significant to practice and research in teacher education and development. The literature on teacher reflectivity is substantial, and reflection has come to be widely accepted as a central factor in the professional growth of teachers. In contemporary research and practice, teacher reflectivity has come to refer to the numerous processes by which teachers respond to the dilemmas or opportunities of their teaching contexts. Reflectivity involves a meta-cognitive process through which educators increase their awareness of the implicit attitudes, beliefs, and knowledge that inform their practice--in order to transform their practice. Archetypal reflectivity as a mode of teacher reflectivity includes but transcends the more common political, pedagogical, and biographical modes of teacher reflectivity in order to delve into teachers' deeper ontological constructs and commitments regarding their professional knowledge and practice (Mayes, 2005a). In this article, the author analyzes four archetypal images (Royal, Warrior, Magician, Lover) to inquire into the ways they might facilitate ongoing teacher reflection and development. These images of maturity--and their bi-polar shadows--can serve to inspire and structure self-reflection as part of the construction and reconstruction of teachers' professional knowledge. (Contains 9 notes.)

Descriptors: Conceptual Tempo, Reflective Teaching, Teacher Education, Professional Development, Educational Practices, Cognitive Processes, Theories, Teaching Methods, Psychology, Maturity (Individuals)

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Autor: Dobson, Darrell

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3429&id=EJ858728







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