Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education

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.