Reflection has become widely recognized as a crucial element in the professional growth of teachers. Terms such as reflective teaching enquiry-orientated teacher education, teachers as researchers and reflective practitioner have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny.
This book maps out a new paradigm of teacher education an, by implication, professional education generally. The book opens with two alternative theories of teacher education and training and explains the concepts and assumptions on which they rest including beliefs about the nature and role of education in society. It then proposes a natural science paradigm and its implications for establishing a coherent view of teacher education. Subsequent chapters indicate the professional implications of such a model.