TY - JOUR
T1 - Anticipatory reflection while learning to teach
T2 - From a temporally truncated to a temporally distributed model of reflection in teacher education
AU - Conway, Paul F.
PY - 2001/1
Y1 - 2001/1
N2 - This article argues that current reflective practitioner models have a temporally truncated bias that has resulted in an emphasis on retrospective over prospective reflection. The temporally distributed nature of prospective teacher thinking is illustrated using data from a study that examined six Intern teachers' future-oriented reflection. Themes that emerged from Interns' graphical depictions and verbal descriptions of the Internship were (i) the discrepancy between anticipated and actual experience, (ii) the reliance on cultural grand narratives, and (iii) the role of hope. I make a case for finding more of a balance between memory and imagination in teacher education pedagogy.
AB - This article argues that current reflective practitioner models have a temporally truncated bias that has resulted in an emphasis on retrospective over prospective reflection. The temporally distributed nature of prospective teacher thinking is illustrated using data from a study that examined six Intern teachers' future-oriented reflection. Themes that emerged from Interns' graphical depictions and verbal descriptions of the Internship were (i) the discrepancy between anticipated and actual experience, (ii) the reliance on cultural grand narratives, and (iii) the role of hope. I make a case for finding more of a balance between memory and imagination in teacher education pedagogy.
KW - Future-oriented reflection
KW - Intern teachers
KW - Reflective practice
UR - http://www.scopus.com/inward/record.url?scp=0035545477&partnerID=8YFLogxK
U2 - 10.1016/S0742-051X(00)00040-8
DO - 10.1016/S0742-051X(00)00040-8
M3 - Article
AN - SCOPUS:0035545477
SN - 0742-051X
VL - 17
SP - 89
EP - 106
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 1
ER -