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Handbook of Reflection and Reflective Inquiry pp 189–214Cite as

Reflective Practice in the Professions: Teaching

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Abstract

When Donald Schön published his landmark book, The Reflective Practitioner , he set off a cottage industry in the professions. This chapter examines the growth and development of reflective practice specifically in the field of education. It begins with Dewey, includes Lawrence Stenhouse and the teacher as researcher movement in the UK, touches on the German Didactik tradition and examines Joseph Schwab’s contributions through his groundbreaking essays on “the practical” in the US. Along the way, related research undertaken at the interface of curriculum and teaching is reviewed. Also, a narrative exemplar illuminating how reflective practice has played out within the context of school reform over the past decade in the US is featured. Lastly, three issues specific to reflective practice in the teaching profession are highlighted.

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Acknowledgment

The author recognizes the centrality of Daryl Wilson’s and other teachers’ teaching and is appreciative of his and other local teachers’ sustained participation in her research program. She also thanks Yung-Chen Chung, Julie Cote, Xiao Han, and Jacob Neumann for their help as research assistants and Lily Orland-Barak of Haifa University, Israel and Helen Burchell of University of Hertfordshire, U.K. for sharing their important insights as chapter reviewers. Special gratitude is extended to T. P. Yaeger Middle School, other local campuses, and the reform movement for ongoing interest and financial support of the work described in this essay.

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  1. Department of Curriculum and Instruction, University of Houston, Houston, TX, USA

    Cheryl J. Craig

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  1. Dept. Education, University College Cork, Donovan's Road, Cork, Ireland

    Nona Lyons

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Craig, C.J. (2010). Reflective Practice in the Professions: Teaching. In: Lyons, N. (eds) Handbook of Reflection and Reflective Inquiry. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-85744-2_10

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