Re-thinking Teacher Professional Development through Schön’s Reflective Practice and Situated Learning Lenses

Authors

  • Victor Pitsoe Department of Leadership & Management, College of Education, University of South Africa
  • Mago Maila Department of Leadership & Management, College of Education, University of South Africa

Abstract

Schön’s notion of reflective practice was a reaction against an instrumental notion of teaching where the teacher is a technician implementing others’ knowledge in practice – it is a rejection of technical rationality for reflectivity. Hence, there is a need for changing from a technical-rationality model towards a model that encourages internalisation. Drawing from Schön’s framework of reflective practice, situated learning theory, and Freire's critical pedagogy, we argue that TPD should be approached from a reflective practice and situated learning perspective.

DOI: 10.5901/mjss.2013.v4n3p211

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Published

2013-09-02

Issue

Vol. 4 No. 3 (2013): September 2013

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

Re-thinking Teacher Professional Development through Schön’s Reflective Practice and Situated Learning Lenses. (2013). Mediterranean Journal of Social Sciences, 4(3), 211. https://www.richtmann.org/journal/index.php/mjss/article/view/466