Two modes of reflection
Most conceptualizations of reflection and reflective teaching are based on logical and analytical ways of information processing during teaching. There are, however, other ways of interpreting data and making decisions in the classroom, which make use of ‘gestalts’ and seem to be located in the righ...
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| Veröffentlicht in: | Teaching and teacher education 1993, Vol.9 (3), p.317-326 |
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| container_title | Teaching and teacher education |
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| creator | Korthagen, Fred A.J. |
| description | Most conceptualizations of reflection and reflective teaching are based on logical and analytical ways of information processing during teaching. There are, however, other ways of interpreting data and making decisions in the classroom, which make use of ‘gestalts’ and seem to be located in the right hemisphere. A broader view on reflection and reflective teaching is proposed which includes the mental “mirroring” of these non-rational processes. Technical, psychological, and philosophical reasons for the underestimation of the latter type of reflection are discussed. Several techniques are described for the promotion of reflection on non-rational processes, such as the use of metaphors, drawing, or painting, making photographs, guided fantasies, and Kelly's repertory grid. It is concluded that an integration of reflection on rational and non-rational processes is important for teachers. |
| doi_str_mv | 10.1016/0742-051X(93)90046-J |
| format | Article |
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| ispartof | Teaching and teacher education, 1993, Vol.9 (3), p.317-326 |
| issn | 0742-051X 1879-2480 |
| language | eng |
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| source | Elsevier ScienceDirect Journals; Periodicals Index Online |
| subjects | Brain Hemisphere Functions Creative Thinking Elementary Secondary Education Higher Education Imagination Intuition Logical Thinking Preservice Teacher Education Preservice Teachers Reflective Teaching Reflective Thinking Student Teaching Teaching Methods |
| title | Two modes of reflection |
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