Capturing complexity: a typology of reflective practice for teacher education

By Joelle K. Jay, Kerri L. Johnson. 2002

777 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f90dc22806126311c07355ff085dbbbbc823d052

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Exploring authenticity of microteaching in pre-service teacher education programmes (2011, background): “On the other hand, the paper writing was intended to promote individual reflection (Jay & Johnson, 2002 ), which is an equally important aspect of teacher reflection as collaborative reflection.”
The Portfolio as a Tool for Stimulating Reflection by Student Teachers. (2007, background): “Several thorough overviews of the literature on reflection have been produced: Griffiths (2000), Hatton and Smith (1995), Jay and Johnson (2002), and Korthagen (2001).”
Studying Studies on Teacher Reflection and Action: An Appraisal of Research Contributions. (2006, background): “John (2002) faced the framing problem by observing two teacher educators’ lessons and meeting them afterwards at their workplace; his research included 38 h of direct contact with the participants.”
Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007, background): “This ability to detach oneself from the limits of one’s experience will enable us to “discover meanings we might otherwise miss” ( Jay and Johnson, 2002, p. 78 ).”
The collective dimension of reflective practice: the how and why (2011, neutral): “A number of authors (Jay & Johnson, 2002; Osterman & Kottkamp, 2004; Richert, 1992) consider that verbal interaction supports the development of reflective practice, particularly because it encourages pre-service teachers to verbalize their reflections on their practice and to confront and…”
Teacher reflection: the development of a typology (2008, background): “Alternatively, one can speak of descriptive, comparative or critical reflection (Jay & Johnson, 2002 ) and instrumental action, consultation or reconstruction (Grimmett, MacKinnon, Ericson, & Riecken, 1990 ).”
Reflecting on reflection: framing a design landscape (2010, background): “It is often referred to as dialogic reflection, as it primarily involves seeing things from a different perspective (e.g., Jay & Johnson, 2002; Manouchehri, 2002) and considering alternatives (e.g., Davis, 2006; Ward & McCotter, 2004), aspects of an ideal conversation with another.”
Reflective practice in initial teacher training: critiques and perspectives (2013, neutral): “Many studies have undertaken to present, analyze and compare initial teacher training programs (e.g. Calderhead, 1989; Clift, Houston, Pugach, & Johnson, 1990; Desjardins, 2000; Jay and Johnson, 2002; Korthagen, 2001; Ross, 1989; Tom, 1985; Zeichner, 1987).”
Development of a tool to assess teachers’ level of reflective practice (2008, methodology): “Based on an extensive review of the literature, the various definitions evolving over several decades most commonly depict three distinct levels of reflection (see, for example, Day, 1993; Farrell, 2004; Handal & Lauvas, 1987; Jay & Johnson, 2002; Van Manen, 1977).”
Professional Development of Secondary EFL Teachers: Lessons from China (2005, background): “…of the wealth of research on reflective teacher education suggests that all three levels of reflection discussed above can contribute greatly to teachers’ effective instruction and professional development, albeit to different aspects of these processes (Copeland et al., 1993; Jay & Johnson, 2002).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “…of practice and developing an analytic personal framework of multiple lenses to examine classroom, school and societal practices, and influences Jay and Johnson (2002) Descriptive: Examining personal classroom actions Comparative: Inviting alternative views, perspectives, and research…”