Reflective practice in initial teacher training: critiques and perspectives

Collin, Simon; Karsenti, Thierry et Komis, Vassilis (2013). « Reflective practice in initial teacher training: critiques and perspectives ». Reflective Practice, 14(1), pp. 104-117.

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Résumé

Although reflective practice is now a key competency in many teacher training programs, the theoretical grounding remains problematic and the empirical approaches diverse. With the aim of advancing our understanding of the limitations of reflective practice in initial teacher training, this article draws a critical portrait of reflective practice in terms of theory, practice and methodology based on a review of the literature. We conclude by underscoring the need for a shared terminology and definition for reflective practice in initial training programs; currently, the lack of a clear concept hinders its operationalization in teacher training and its development in empirical research.

Type:	Article de revue scientifique
Mots-clés ou Sujets:	reflective practice; initial teacher training programs; critiques
Unité d'appartenance:	Faculté des sciences de l'éducation Faculté des sciences de l'éducation > Chaire de recherche du Canada sur les enjeux socioculturels du numérique en éducation
Déposé par:	Simon Collin
Date de dépôt:	19 févr. 2019 09:11
Dernière modification:	17 janv. 2022 11:27
Adresse URL :	http://archipel.uqam.ca/id/eprint/12253

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