From reflection towards contemplation: A new model for teacher professional development
Written by: Elizabeth Munro
7 min read
ELIZABETH MUNRO, DIRECTOR OF THE WINCHESTER INSTITUTE FOR CONTEMPLATIVE EDUCATION AND PRACTICE, UNIVERSITY OF WINCHESTER, UK
Alongside subject-specific knowledge and pedagogical skill, the importance of reflection has long been established in both the discourses and approaches that surround teacher professional development. Reflection is embedded across all stages of a teacher’s developmental journey, spanning initial teacher education (ITE), early career development, ongoing performance management and the cultivation of specialist expertise (for example, undertaking Chartered Teacher status or completing a National Professional Qualification).
The origins of reflection as an essential component of teacher development may be found in the work of educational philosopher John Dewey (1933), who argued that reflection moves teachers away from ‘the impulsive’ and ‘the routine’ towards ‘intelligent action’ (1933, p. 17). The influence of Dewey may also be recognised in t
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