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1、EducationalActionResearchISSN:0965-0792(Print)1747-5074(Online)Journalhomepage:http://www.tandfonline.com/loi/reac201ConstructingandcritiquingreflectivepracticeStephenNewman1Tocitethisarticle:StephenNewman(1999)Constructingandcritiquingreflectivepractice,EducationalActionResearch,
2、7:1,145-163,DOI:10.1080/09650799900200081Tolinktothisarticle:https://doi.org/10.1080/09650799900200081Publishedonline:20Dec2006.SubmityourarticletothisjournalArticleviews:9938Citingarticles:15ViewcitingarticlesFullTerms&Conditionsofaccessandusecanbefoundathttp://www.tandfonline.co
3、m/action/journalInformation?journalCode=reac20CRITQUINGREFLECTIVEPRACTICEEducationalActionResearch,Volume7,No.1,1999ConstructingandCritiquingReflectivePractice[1]STEPHENNEWMANHungerhillSchool,Doncaster,UnitedKingdomABSTRACTTheworkofthelateDonaldSchönhasbecomeinfluentialintheeducat
4、ionofmanyprofessionals,includingteachers.Yet,untilrecently,comparativelylittleattentionhasbeenpaidtodifficultiesinSchön’swork.ThisarticleattemptsacritiqueofSchön’snotionofreflectionbyinterweavingphilosophicalconcernsandempiricalwork,andconcludesbysuggestingthatsuchacritiqueiscapab
5、leofbeginningtodescribeanewapproachtoreflectivepractice.IntroductionThenotionofreflectivepracticeinteachereducation,oftenusedinassociationwithavarietyofothertermssuchas‘reflection’,‘inquiry-orientatedteachereducation’,‘reflection-in-action’,‘teacherasresearcher’andsoon,hasbecome‘o
6、neofahandfulofapprovedpartylines’(Kagan,1992,p.43).OneofthemostwidelycitedauthorsinthefieldisDonaldSchön.JustoneofmanypossiblereasonsforSchön’spopularitymightbethat,asearlyas1954,hearticulatedwhathasnowbecomeagenerallyaccepteddistrustanddislikeofpositivism(Schön,1954).Indeed,onere
7、asonforSchön’sgreatinfluenceinteachereducationmayresultfromhisclaimtohaveidentified‘anepistemologyofpractice’(Schön,1983a,p.49),whichavoidswhatSchönconsideredthethreedichotomiesofthe,inhisview,prevailingpositivistepistemologyofpractice,namelytheseparationofmeansfromends,theseparat
8、ionofresearchfrompracticeandthese
