The Use of Language in Reflective Teaching: Implications for Self-Understanding

Abstract

Monologic models of reflection do not adequately explain how teachers come to know. Monologic conceptions of reflection use language in individual and isolated ways. This paper critiques these conceptions of reflection and suggests that individual cognitive models of reflection can perpetuate poor pedagogy. I argue that this pedagogical irony is established once reflection is conceived of as a state of cogito where language is subjugated to an objective and rationalistic function within independent pedagogical queries. Alternatively, it is with biases, I argue, that teachers initially frame events to reflect upon. Through language - dialogue - I suggest that teachers can better understand their reflections, t heir practice, and eventually themselves. I draw largely on three arguments that challenge agent- centered epistemologies that, in turn, implicate the beliefs of teachers and the norm a lizing discourse of education in teachers' pedagogical decisions. I conclude with aspects of Hans-Georg Gadamer's thoughts towards the development of a richer conception of reflective practice and self understanding.