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The article critiques Cruickshank’s approach to practice teaching, acknowledges its strengths, and proposes modifications grounded in practical, educational, and ideological concerns. Comparisons are drawn between Zeichner’s critical, school-based perspective and Cruickshank’s more technocratic, positivistic orientation, which focuses narrowly on methods and goals.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-reflective-teaching/575795/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-reflective-teaching/575795.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the article say “reflective teaching” is used for different purposes?","Question",{"text":111,"@type":112},"It argues that close analysis shows the term is attributed different meanings and functions within teacher education, influenced by major contributors such as Zeichner and Cruickshank.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What is the article’s critique of Cruickshank’s Reflective Teaching approach?",{"text":116,"@type":112},"It contends that Cruickshank narrows reflection to means for achieving prespecified goals, risking that means become ends and separating subject matter from teaching method.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the article describe Zeichner’s alternative to Cruickshank?",{"text":120,"@type":112},"It presents Zeichner’s work as an interpretation of Dewey that defines reflection as an integration of attitudes and inquiry skills, extending reflection to ethical, moral, and political principles at the classroom level.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},575795,1792017553,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","# Reflecting on Reflective Teaching\n\nJennifer M.Gore  \nJournal of Teacher Education 198738:33DOI:10.1177/002248718703800208  \nThe online version of this article can be found at:  \nhttp://jte.sagepub.com/content/38/2/33  \nPublished by:⑤SAGE  \nhttp://www.sagepublications.comOn behalf of:American Association of Colleges for Teacher Education(AACTE)  \nAdditional services and information for Journal of Teacher Education can be found at:  \nEmail Alerts:http://jte.sagepub.com/cgi/alerts  \nSubscriptions:http://jte.sagepub.com/subscriptions  \nReprints:http://www.sagepub.com/journalsReprints.nav  \nPermissions:http://www.sagepub.com/journalsPermissions.nav  \nCitations:http://jte.sagepub.com/content/38/2/33.refs.html  \n>>Version of Record-Mar 1,1987What is This?  \nPOTPOURRI  \n# Reflecting onReflective Teaching\n\n\"Reflective Teaching\"is a term used inteacher education to convey variousmeanings and purposes.In this article,Cruickshank's Reflective Teaching ap-proach to practice teaching is critiqued,strengths of the approach are acknow-ledged,and modifications are proposed.Gore makes comparisons betweenZeichner's critical,but school-based per-spective,and the more technocratic,positivistic approach of Cruickshank.The author views Cruickshank's Reflec-tive Teaching as viable and efficaciousif modifications are made in its structureto accommodate some practical,educa-tional,and ideological concerns.  \nGore is a faculty member,Pedagogy Section,Department of Human Movement Studies,University of Queensland  \nThe term“reflective teaching”has become part of the lan-guage of teacher education,but close analysis reveals thatthe term often is used to convey differ-ent meanings and for different pur-poses.This contemporary attention toreflective teaching can be atributedprimarily to the efforts of Zeichner(1981-82)and Cruickshank(1985a;1985b).Both teacher educators advo-cate the development of reflectiveteachers and have produced practicalprograms to facilitate the achievementof this goal.However,it is clear thattheir approaches differ markedly,asZeichner(1981-82)has actually disas-sociated himself from Cruickshank'sconcept of reflective teaching.  \nThe notion of reflective teaching canbe traced to Dewey(1904,1933)whowarned against too mechanical a focuson teaching method in the preparationof teachers(Zeichner,1981-82).Hefeared that \"immediate skill may begot at the cost of power to go on grow-ing”(Dewey,1904,p.15).Cruickshank,Zeichner,and others(e.g.,Auchmuty,1980;Schaefer,1967)have acknow-ledged the importance of reflection ifteachers are to be prepared for continu-ing growth,but a variety of interpreta-tions of Dewey's work is evident.Forinstance,Cruickshank makes referenceto Dewey's work,acknowledging theneed to make teachers thoughtful andalert students of education.However,as shall be argued later,his approachto reflective teaching divorces subjectmatter from teaching method and is,therefore,a narrow extrapolation ofDewey's ideas.Cruickshank essentiallyrestricts the focus of reflection tomeans,that is,methods for achievingprespecified goals,and in so doing,risks these means becoming ends inthemselves.Such a focus on means ischaracteristic of\"technocratic rational-  \nJennifer M.Gore  \nity”which undergirds the dominantbehavioristic paradigm of teacher edu-cation in North America(Popkewitz,1985;Zeichner,1983).Cruickshank's(1985a)technocratic orientation also isrevealed in his recent call for the pub-lication of a manual that codifies teach-ing and learning theory and can beused in much the same way as the deskreferences of physicians.Furthermore,in a recent paper addressing issues andproblems in teacher education(Cruickshank and Armaline,1986),hisnon-response to his own question,“Ought teacher education prepare prac-titioners to 'fit into'schools,or oughtmore attention be paid to helpingteachers see ways of resisting and chang-ing schools?”(p.39),suggests anincreasing awareness of,but not acommitment to,alternative orienta-tions.  \nOn the other hand","cbCaitJ7kjNih0tt","https://ap.wps.com/l/cbCaitJ7kjNih0tt","pdf",835973,"English","# Reflective Teaching in Teacher Education\n## Multiple Meanings and Purposes\n## Origins in Dewey’s Philosophy of Reflection\n## Cruickshank’s Technocratic Approach\n## Zeichner’s Critical, School-Based Approach","[{\"question\":\"Why does the article say “reflective teaching” is used for different purposes?\",\"answer\":\"It argues that close analysis shows the term is attributed different meanings and functions within teacher education, influenced by major contributors such as Zeichner and Cruickshank.\"},{\"question\":\"What is the article’s critique of Cruickshank’s Reflective Teaching approach?\",\"answer\":\"It contends that Cruickshank narrows reflection to means for achieving prespecified goals, risking that means become ends and separating subject matter from teaching method.\"},{\"question\":\"How does the article describe Zeichner’s alternative to Cruickshank?\",\"answer\":\"It presents Zeichner’s work as an interpretation of Dewey that defines reflection as an integration of attitudes and inquiry skills, extending reflection to ethical, moral, and political principles at the classroom level.\"}]","Reflecting on Reflective Teaching | PDF",12]