ABSTRACT

In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and discuss the significance of intentional and systematic reflection on professional competencies. In the conclusion, we bring these ideas together to discuss the implications for a self-directed and agentic approach to reflection and professional growth.

摘要

在这份概念文件中，我们提出了一种以实践为导向的反思性实践多维模型（MMRP）和关键事件反射（CIR）协议，作为支持教师候选人（TC）变得更具自我指导性，多面性，并且在反思实践中具有整体性。该模型将反射表现为动态环境中的一项复杂工作。它强调知识，技能和处置的专业能力的互补性，以及通过技术，环境和批判性反思以及行动中的反思，反思和行动对事件的审讯。CTC协议为TC成为独立的反射从业者提供了棚架支持。MMRP和CIR协议共同促进了多维反射。我们提出一个案例，为反思提供更多的支持。在此过程中，我们定义了反思，突出了它的通用框架，并讨论了有意和系统地反思专业能力的重要性。在总结中，我们将这些想法集中在一起，讨论了对反思和专业成长采取自我指导和代理方法的意义。