reflective practice

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luonut Bateria Blandon

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