Louis Smith’s chapter on biographical method in Denzin and Lincoln’s 1994 text refers to the “reflective practitioner”, a term first used by Schön (1987). It reminds teacher educators that “Clearly it is one thing to be able to reflect-in-action and quite another to be able to reflect upon our reflection in action so as to produce a good verbal description of it; and it is still another thing to be able to reflect on the resulting description” (Schön, 1987 in Denzin and Lincoln, 1994: 293). Eraut (1995) expands on these ideas suggesting that Schön “neither analyses everyday practice nor attempts to consider how reflective processes might serve different purposes or vary from one context to another”. Eraut (1995:10) also discusses Schön’s knowing-in-action term which refers to practice-based know-how, “the characteristic mode of ordinary practical knowledge. We reveal it by our spontaneous skilful execution of the performance; and we are characteristically unable to make it verbally explicit”. This paper presents a biographical snapshot in which reflective practice facilitated making some routine implicit strategies from one context explicit in a new context.
Ashton, L. (1996). Shared reading strategies in secondary art classes: An opportunity for reflective practice. Australian Journal of Teacher Education, 21(2). https://doi.org/10.14221/ajte.1996v21n2.4