Reflective Teaching and Action Research in Preservice Teacher Education

Abstract

The authors argue that a reflective orientation to teaching should stress the giving of good reasons for educational actions. Prospective teachers should be encouraged to examine the aims and values of distinct educational traditions (e.g. conservative, progressive and radical traditions), be cognisant of their own implicit social and cultural beliefs, and have an understanding of schools as institutions and the surrounding communities. Action research, the authors argue, is one way to encourage students to reflect on their educational rationales and practices.