The Meaning of ‘Reflection’ for the Professional Development of Adult Educators

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  • 成人教育者の力量形成におけるふり返り (reflection) の意味
  • 成人教育者の力量形成におけるふり返り(reflection)の意味--その理論的検討
  • セイジン キョウイクシャ ノ リキリョウ ケイセイ ニ オケル フリ カエリ reflection ノ イミ ソノ リロンテキ ケントウ
  • ―その理論的検討

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<p>  The purpose of this paper is to analyze the meaning of ‘reflection’ in exploring the professional development of adult educators. The word ‘reflection’ has recently become emphasized as a new critical concept and method for the professional development of adult educators and has also come to the attention of researchers and practitioners in the Japan Society for the Study of Adult Education.</p><p>  First, the meaning of reflection for developing the practical abilities of adult educators is considered. Here two concepts, ‘reflective practitioner’ and ‘espoused theory of practice and theory-in-use’ are analyzed. Second, two concepts, namely ‘reflection-on-action’ and ‘reflection-in-action’ are analyzed, in order to explore what and how adult educators reflect and how their own reflections relate to their professional development. Last, after summarizing these discussions, some research and practical tasks are proposed. </p><p>  In this study, theoretical methods are used, but some case studies are introduced and analyzed, in order to make clear the meaning of ‘theory of practice’.</p>

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