Reflection is considered a dominant concept and fundamental competence in teacher education programs (Allas, Leijen, & Toom, 2017; Beauchamp, 2015; Beauchamp & Thomas, 2010; Cornish & Jenkins, 2012; Lane et al., 2014; Liu, 2015). Reflection is an educative form that encourages thinking and self-analysis, promotes an inquiry-based process, and enables problemsolving (Dewey, 1933). Developing reflection over teacher education programs has been extensively discussed in the literature (e.g., Allas et al., 2017; Beauchamp, 2015; Beauchamp & Thomas, 2010; Dewey, 1933; Leijen et al., 2014; Loughran, 1996; Russell, 2013; Whitaker & Reimer, 2017). However, there is no consensus reached regarding an adequate approach to teaching and learning reflection (Beauchamp & Thomas, 2010). That is predominantly because the development of reflection competence is a complex process and is influenced by many factors (Thompson & Pascal, 2012). This article focuses on the influence of students’ tacit cultural assumptions and understandings in reflection learning, which, according to H ebert (2015), remains on the margins. Students develop tacit cultural assumptions and understandings of certain issues early in life due to cultural and contextual influences (Toom, 2012; Toom et al., 2015). As a result of their tacit knowing, students fail to critically evaluate the validity of previous knowledge (Mezirow, 1981). Hence, if not considered carefully by teacher education programs, tacit knowing serves as a barrier for students’ learning reflection (H ebert, 2015; Toom, 2012). Although many scholars (H ebert, 2015; Toom, 2012; Toom et al., 2015; Williams & Grudnoff, 2011) agree that tacit knowing is context-driven, the context of teaching and learning reflection is a widely neglected aspect from this set of literature (Beauchamp, 2015). The term context in this study refers to the sociocultural (Atkinson, 2012; Beauchamp, 2015; Boud & Walker, 1998; Thompson & Pascal, 2012; Williams & Grudnoff, 2011) and institutional context (Boud & Walker, 1998; Makinster et al., 2006) where reflection competence is developed.

中文翻译：

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以情境为导向的教学，以培养教育专业人员的反思能力

反思被认为是教师教育计划中的主要概念和基本能力（Allas、Leijen 和 Toom，2017 年；Beauchamp，2015 年；Beauchamp 和 Thomas，2010 年；Cornish 和 Jenkins，2012 年；Lane 等人，2014 年；Liu，2015 年） . 反思是一种教育形式，它鼓励思考和自我分析，促进基于探究的过程，并能够解决问题（Dewey，1933）。文献中广泛讨论了对教师教育计划的反思（例如，Allas 等人，2017 年；Beauchamp，2015 年；Beauchamp 和 Thomas，2010 年；Dewey，1933 年；Leijen 等人，2014 年；Loughran，1996 年；Russell， 2013 年；惠特克和莱默，2017 年）。然而，对于教学和学习反思的适当方法尚未达成共识（Beauchamp & Thomas，2010）。这主要是因为反思能力的发展是一个复杂的过程，并受到许多因素的影响（Thompson & Pascal，2012）。本文重点关注学生的默认文化假设和理解在反思学习中的影响，根据赫伯特 (2015) 的说法，这仍然处于边缘。由于文化和语境的影响，学生在生命早期就对某些问题形成了默契的文化假设和理解（Toom，2012 年；Toom 等人，2015 年）。由于他们的默会意识，学生无法批判性地评估先前知识的有效性（Mezirow，1981）。因此，如果教师教育计划不仔细考虑，默会会成为学生学习反思的障碍（H ebert，2015；Toom，2012）。尽管许多学者 (H ebert, 2015; Toom, 2012; Toom et al., 2015年；Williams & Grudnoff, 2011) 同意默会认知是情境驱动的，教学和学习反思的情境是这组文献中一个被广泛忽视的方面 (Beauchamp, 2015)。本研究中的上下文一词是指社会文化（Atkinson，2012；Beauchamp，2015；Boud & Walker，1998；Thompson & Pascal，2012；Williams & Grudnoff，2011）和制度背景（Boud & Walker，1998；Makinster 等人） ., 2006) 发展反思能力。