作者：Rebecca Jang 5 年以前
263
reflective practice
Reflective practice encompasses a variety of thoughtful processes aimed at improving teaching and learning. It involves both anticipatory and retrospective reflection, allowing educators to make informed decisions in real-time.
開啟
reflective practice the embodied and moody nature of practical knowledge constantly critically aware interpretable imitative and personal relation implicit knowing underground action silent knowledge practical knowledge resides in the things that surround us instant knowing of what to do micro-situations the epistemology of tact as practical acting normative integrity epistemological structure that manifests itself social distancing no social scientific facts,no moral philosophy, no teaching method connection between pedagogical knowledge and tact the experienced teacher tact/ pedagogical tact normative significance a phenomenology of tactful action the emphasis on reflective practice- contingent, dynamic/everchanging every moment generalities reflect on/decide on/act on the lack of space and time the novice teacher teacher knowledge and active and dynamic role in the ever changing challenges of the school and classroom knowledge into practice/ short of effective professional preparation excellent preparation but great frustration thinking on/about, thinking in more/less thoughtfulness unreflective retrospective reflection on/ anticipatory reflection on Dewey a plan of action/ doing sonething elaboration of the tentative hypothesis suggestions examination, inspection exploration, analysis of all attainable considerations conjectural anticipation and tentative interpretation perplexity,confusion,doubt reflective thinking and teaching a tool for teaching, an aim of education by Dewey(1964) teaching feelingly know normative,ethical,affective considerations principles of effectiveness pedagogy forethoutht caution judgment prudence discretion
