Developing the thoughtful practitioner

Donald Gillies

doi:10.1007/978-981-10-4075-7_2

Developing the thoughtful practitioner

Donald Gillies

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

3 Citations (Scopus)

Abstract

The concept of the ‘reflective practitioner’ is strongly promoted in teacher education. Beginning teachers, however, are rarely supported in developing towards this ideal in any systematic way. In this chapter, Hannah Arendt’s work on ‘enlarged thought’, drawn from her reading of Kant on judgement, is deployed as a means of exploring how beginning teachers can develop the resources to enable reflection to be conducted on the basis of a much more robust theoretical underpinning. The chapter concludes with some practical suggestions about the range of sources to which beginning teachers could be encouraged to refer when engaging in reflection on their own practice and when making professional decisions.

Original language	English
Title of host publication	A Companion to Research in Teacher Education
Editors	Michael Peters, Bronwen Cowie, Ian Menter
Place of Publication	Singapore
Publisher	Springer Nature Singapore Pte Ltd
Pages	23-35
ISBN (Electronic)	9789811040757
ISBN (Print)	9789811040733
DOIs	https://doi.org/10.1007/978-981-10-4075-7_2
Publication status	Published - May 2017

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-981-10-4075-7_2

Cite this

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Developing the thoughtful practitioner

Abstract

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