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Reflecting to conform? Exploring Irish student teachers' discourses in reflective practice

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journal contribution
posted on 2020-07-02, 14:48 authored by Oliver McGarrOliver McGarr, Orla Mc CormackOrla Mc Cormack
A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers' reflections revealed a desire to fit in and conform. Reflections portrayed student teachers' allegiance to conventional practices rather than a critique of them. Issues associated with power relations remained uncontested. The authors explore possible reasons for these low levels of critique and examines the normative effect of cultural practices on student teachers' reflections.

History

Publication

Journal of Educational Research;107 (4), pp. 267-280

Publisher

Taylor and Francis

Note

peer-reviewed

Rights

This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Journal of Educational Research 2014 copyright Taylor & Francis, available online at: http://dx.doi.org/ 10.1080/00220671.2013.807489

Language

English

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