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P6 The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession’s cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of thers. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect – for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. 10. According to P6, teachers may be discouraged from reflecting because A. It is not generally supported by teacher educators B. The benefits of reflection may not be apparent immediately C. It is impossible to teach and reflect on one’s teaching at the same time D. They have often failed in their attempts to become reflective practitioners | 
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发表于 2009-10-16 15:19:00
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