Developing the thoughtful practitioner

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (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 languageEnglish
Title of host publicationA Companion to Research in Teacher Education
EditorsMichael Peters, Bronwen Cowie, Ian Menter
Place of PublicationSingapore
PublisherSpringer Nature Singapore Pte Ltd
Pages23-35
ISBN (Electronic)9789811040757
ISBN (Print)9789811040733
DOIs
Publication statusPublished - May 2017

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  • Cite this

    Gillies, D. (2017). Developing the thoughtful practitioner. In M. Peters, B. Cowie, & I. Menter (Eds.), A Companion to Research in Teacher Education (pp. 23-35). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-10-4075-7_2