Po-Yi Hung

Abstract

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.

Keywords

reflective practice, learning style

Full Text:

PDF

References

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.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey- Bass.

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.

Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43─51.

Dewey, J. (1910). How we think. New York: Heath.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking

to the educative process. Boston: Heath.

Dewey, J. (1938). Experience and education.. NY: The Macmillan Company. Donahue, D.M. (2004). Preparing and supporting the reflective practitioner. Teaching

as Principled Practice, 3, 35─56.

Farrell, T. (1998). Reflective teaching: The principles and practices. Forum, 36(4), 10─17.

Florez, M.C. (2001). Reflective Teaching Practice in Adult ESL Setting. National

center for ESL Literacy Education. Washington, DC: ERIC/NCLE Digests.

Gebhard, J.G. (1996). Teaching English as a foreign or second language. Ann Arbor: University of Michigan Press.

Henderson, G. H., & Hawthorne, R. H. (2000). Transformative Curriculum Leadership. NJ: Prentice-Hall, Inc.

Houston, W. (1988). Reflecting on reflection in teacher education. In H. Waxman et al. (Eds.), Images of Reflection in Teacher Education (pp. 7─9). City: VA: A TE.

Kullman, J.G. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26 (4). 471—484.

Menand, L. (2002). The Metaphysical Club—A story of Ideas in America. NY: Farrar, Straus and Giroux

Moll, L., & Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. Moll (Ed.), Vygotsky and education (pp. 319─348). Cambridge, UK: Cambridge University Press.

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teachers’ life. San Francisco: Jossey-Bass.

Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32(3), 584─591.

Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic.

Wang, P. Y. (1999). Effects of a modified English listening comprehension curriculum on students’ achievement in English listening comprehension Tamshi Oxford University College in Taiwan. MI: UMI company.

Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. Mahwah, NJ: Erlbaum.

Categories: 2014, Articles - JETEN, Reflection/Thinking

Tags: learning style, Reflective practice