This study demonstrated that the notions of reflective practice, as advocated by Donald Schon, are applicable to student-teachers in practica settings. For Schon, a practitioner is reflective when he or she becomes intrigued or curious about some element of the practice setting, frames it i n terms of the particulars of the setting, reframes it in terms of past experience and knowledge, and then develops a plan for future action. Reframing occurs as a response to the 'back talk' in the action setting where something does not happen as expected (producing the 'curious' or 'intrigued' response). A number of issues specific to student-teacher reflection emerged from the analysis of four student-teachers engaged in a thirteen week practicum. The analysis was guided by three research questions: What is it that student teachers reflect upon?; What precipitates that reflection?; and What factors enhance or constrain that reflection? The student-teachers in this study reflected upon three main issues: the ownership of their practice; pupil learning; and the different levels of their understanding of practice. From the analysis, it was possible to identify up to four different précipitants or triggers for the types of reflective activity documented: a primary and secondary precipitant at each of the framing and reframing stages. The secondary precipitant at the reframing stage was deemed to be the most significant i n terms of student-teacher reflection. Factors that either enhanced or constrained reflection have been summarized in terms of their implications for enhancing reflective practice. These factors included: exposure to a multiplicity of perspectives; intense examination of one's practice; theorizing about one's practice; and the ability to entertain uncertainty. Finally, the study contributes in three ways to Schon's conceptualization of reflection as it applies to student-teachers in practica settings. Firstly, reflection is bom of incidents but is thematic in nature. Secondly, ownership of one's practice is central to a variety of reflective concerns raised by student teachers. Finally, Schon's coaching models need to be reviewed in light of changes that occur in the relationship between student and sponsor as the action which students reflect upon moves from a virtual world of planning to the real world of performance. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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Thesis--München. / Includes bibliographical references (p. 122-126). 1325960.

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In the literature on reflection in teaching, authors frequently lament the lack of clarity in understandings of this concept, despite its wide acceptance as a phenomenon beneficial to teaching and learning. This dissertation reports a study of this literature that attempts to clarify the meaning of reflection and to establish a methodology for examining such a complex concept. Three analyses, each intended to explore the literature on reflection from a different perspective, comprise the study. The first is an analysis of the literature on reflection in three professional communities---continuing professional development, higher education and teacher education---to establish general themes in this literature. The second analysis examines definitions of reflection from the three communities, focusing in particular on processes and rationales of reflection. The third analysis explores a variety of critiques of reflection to determine predominant epistemologies and recurring themes in the literature. The merging of the results of the three analyses leads to a framework for understanding reflection. This integrative framework highlights the importance of underlying epistemologies as the bases for different understandings of reflection and shows the intricate interrelationships among four major themes in the literature: the processes involved in reflection, the rationales behind it, the context in which it occurs, and its connection to action. The framework also points to the link between the self and the reflective context, the possibilities of reflection in-, on-, for-, and as-action, the unclear connection between the cognitive and affective processes and the movement from internal to external rationales. The study contributes both conceptually and methodologically by making sense of the range of ways reflection has been understood and by providing a possible model for exploring a complex concept. It provides a consistent language for discussing reflection, demonstrates the complexities of the concept and the interrelationships of the themes contained in the literature, allows for the situating of individual works within the literature, increases understanding of the connection of reflection and action, and helps to position the concept of reflection within broader theories of cognition and social practice.

Thesis (Th. M.)--Westminster Theological Seminary, 1990. / Includes bibliographical references (leaves 67-69).

Thesis (S.T.L.)--Catholic University of America, 1993. / Includes bibliographical references (leaves 89-92).

Thesis--München. / Includes bibliographical references (p. 122-126). 1325960.

Thesis (M.C.S.)--Regent College, Vancouver, B.C., 1998. / Includes bibliographical references (leaves 119-126).

The initial research questions for this practice-based doctoral research project was to ask, "Is it possible to develop a more confident, self-conscious creative voice able to articulate one's identity more clearly through the making of handmade artefacts?"; this thesis applies the methodologies of autoethnography and pedagogy to consider an answer. My original contribution to knowledge through this enquiry is the identification of the ways in which the exploration of identity through autoethnographic, creative and pedagogic methods encourages an expanded field of self-knowledge, self-confidence and sense of creative self.