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Reframing reflective practices: using dual-process theory and areas of awareness to conceptualize teacher reflection
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Journal Article
Reframing reflective practices: using dual-process theory and areas of awareness to conceptualize teacher reflection
2023
Overview
Teacher reflection continues to be ambiguous both conceptually and practically. This has resulted in a wide variety of definitions for what teacher reflection is, as well as an array of different approaches to what it looks like in practice. This paper offers a reframing of reflective practices aimed at addressing these ambiguities. I propose using dual-process theory and “five areas of awareness” of the teaching mind to make sense of the confusion that has confounded theoretical discussions of reflective practice to date. I argue that while different in form and focus, disparate approaches to teacher reflection seem to represent different perspectives on the same cognitive processes and ultimately share complementary, rather than contradictory purposes. First, I explore how dual-process theory can be used to put the different theories in constructive conversation with each other. Then, I use five areas of awareness of the teaching mind to surface what seems to be a shared purpose among these theories. Next, I use this reframing to address current criticisms of teacher reflection. Finally, I illustrate how this reframing can be used to differentiate non-reflective and reflective practices.
Publisher
Springer International Publishing,Springer Nature B.V
Subject
