The Reflective Teacher and the Teacher Training Agency

Abstract

abstract In February 1997 the Teacher Training Agency (TTA) published consultation documents on the Training Curriculum and Standards for New Teachers. Amongst other things their proposals for teacher training entail a switch from emphasis on competences to concentration on standards to be realised within a context of classroom practice. The article argues that this context appears to be quite narrowly conceived and that it would in consequence lead to an undesirably restricted view of the nature of teacher training. Specifically the discussion deals with the implications of the proposals for the notion of teaching as a reflective activity. An approach to reflective practice indicated by the proposals is examined and implications for professional knowledge and values investigated. This article acknowledges the central importance of critical reflection on classroom practice for training but maintains that it is likely to be more effective if based on a broader conception of knowledge and educational values than appears to be held by the TTA.