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

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