Reflective Practice in American and Taiwanese Classrooms

Po-Yi Hung


Reflective practice is important in both American and Taiwanese education, where the focus has changed from teacher-centered to student-centered pedagogy. Since the early 20th century, the importance of reflective practice in American education has been the subject of thousands books and articles. In this report, the researcher presents four main categories of reflective practice: (a) reflective practice in the traditions of curriculum and teaching studies, (b) reflective practice in foundational literature on American pragmatism, (c) reflective practice in interpretations of John Dewey’s work, and (d) reflective practice as it can inform EFL teaching in Taiwan.


reflective practice, learning style

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Adler, S. (1991). The reflective practitioner and the curriculum of teacher education.

Journal of Education for Teaching 17(2), 139─150.

Apple, M. (2001). Educating the “right” way. New York: Routledge Falmer.

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Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34─55.

Cutler, B., Cook, P. & Young, J. (1989, February). The empowerment of preservice teachers through reflective teaching. Paper presented at the Annual Meeting of the Association of Teacher Educators, St. Louis, MO.

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Categories: 2014, Articles - JETEN, Reflection/Thinking

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