The reflective practitioner in teaching: Toward a research agenda

Abstract

Recognizing the apparent appeal that the image of a teacher as a “reflective practitioner” has for teacher educators and noting the lack of clarity and consistency which accompanies its discussion, this project undertook to develop a description of what reflective practice in teaching would “look like.” The paper presents 12 critical attributes that would indicate a teacher's stance toward reflection, accompanied by four assumptions on which the attributes are based. Finally, the utility of these attributes is discussed in terms of both a research agenda and teacher education program decisions that they might inform.