John Dewey’s

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made many major contributions to educational thinking

He was one

of the first educational theorists in the United States to view teachers as

reflective practitioners

as professionals who could play very active roles

in curriculum development and educational reform

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In this book, Dewey makes an important distinction between action that is

routine and action that is reflective.

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Unreflective teachers automatically accept

the view of the problem that is the commonly accepted one in a given situation.

According to

Dewey, reflection does not consist of a series of steps or procedures to be used by teachers.

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Rather it is a holistic way of meeting and responding to

problems, a way of being as a teacher. Reflective action is also a process that

involves more than logical and rational problem-solving processes. Reflection

involves intuition, emotion, and passion and is not something that can

be neatly packaged as a set of techniques for teachers to use (Greene, 1986).

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contributions to promote thoughtful

action by teachers

the process of reflection for teachers begins when

they encounter a difficulty

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troublesome event, or experience that cannot be immediately resolved

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Dewey defines reflective action as that which involves active, persistent,
and careful consideration of any belief or practice in light of the reasons
that support it and the further consequences to which it leads.

Rather it is a holistic way of meeting and responding to
problems, a way of being as a teacher. Reflective action is also a process that
involves more than logical and rational problem-solving processes. Reflection
involves intuition, emotion, and passion and is not something that can
be neatly packaged as a set of techniques for teachers to use (Greene, 1986).