The Costs of Reflection in Initial Teacher Education

Abstract

Abstract Reflection is a popular slogan in both teacher education and professional education. Inevitably, through usage, the word has come to take on a variety of meanings and manifestations. This article describes the influence that the reflective paradigm has had on one initial teacher education curriculum course and provides some evidence that it has made some difference to the views of the students. However, it goes on to argue that reflection has its costs, most particularly in the stresses and tensions created as novice professionals examine the efficacy and worth of their classroom teaching. Thus students need a great deal of emotional support to examine their practice. Finally some comments are offered on the compatibility of the reflective paradigm with some aspects of the Government's teacher education reforms