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Reflection and teaching competence

This post courtesy of Anne Taylor-Vaisey: From the November 2005 issue of Journal of Philosophy of Education: Erlandson P. The body disciplined: rewriting teaching competence and the doctrine of reflection. Journal of Philosophy of Education 2005; 39(4):661-670.

Abstract: Shortly after the publication of The Reflective Practitioner (1983) and the sequel Educating the Reflective Practitioner (1987) 'reflection-in-action' became a major concept in teacher education. The concept has, however, been criticised on ontological/epistemological as well as practice oriented accounts (Van Manen, 1995; Newman, 1999; Erlandson, 1995). In this paper I argue that reflection-in-action is a theoretical construction that snatches the interactin! g, working, and producing bodies from their practices, and consequently, matters of politics, of discipline, of institutional interaction and of the workings of social categories are reduced to matters of thinking. Turning to Foucault (1991) I claim that the doctrine of reflection is interwoven in the logic of discipline.


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