Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of Critique in a Teacher Education Program

• DOI: 10.14221/ajte.2012v37n3.8
• Publication Date: 2013-07-31T08:38:22Z
• Authors: Donna Starks; Howard Nicholas; Shem Macdonald
• Keywords: Reflection; Critical reflection; Reflective Practice

Critical reflection is central to teacher education for unpacking privileged positions and empowering participants adopt valued professional stances (e.g. Krull, Oras & Sisask, 2007; Harford MacRuairc, 2008; Fernandez, 2010), yet critical not a well-developed conceptual structure within education. Lesson planning is, likewise, education, as theoretical tool. Our model proposes way of engaging beginning teachers in by drawing together the informal spoken discourse meanings its more formalised critique rhetoric genre analysis, lesson planning. When seen type structured reflective communication, which includes both written components "knowing doing", eight key connections emerge between elements By linking meta-genre trainers with useful set tools connect theory practice their