The notion of the “reflective professional” in education: relevance, uses and limits

Authors

  • Maurice Tardif Universidad de Montreal, Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE), Montreal, Canadá
  • Javier Nunez Moscoso Universidad de Montreal, Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE), Montreal, Canadá

Keywords:

Professional, Reflection, Policies, Teacher Education

Abstract

This article proposes to rethink the interpretation and use of Schön’s concept of the “reflective professional”, taking into consideration its high impact and influence in education at the international level, especially in the study of teaching and teacher training. The central thesis supported here is that, in the light of the tradition and philosophy of the humanities and social sciences that structure the intellectual context of the emergence of this idea, the field of education uses an impoverished version and limited reflection. In addition to that, the study aims to revitalize the debate on what is meant by reflection, recovering three alternative ways of thinking about it: as a social experience, as recognition and interaction and as criticism of ideologies and relations of domination.

 

 

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Author Biographies

Maurice Tardif, Universidad de Montreal, Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE), Montreal, Canadá

Maurice Tardif es profesor titular en sociología de la educación (Universidad de Montreal) y miembro de la Academia de ciencias de la Sociedad real de Canadá. Ha publicado una treintena de libros sobre la profesión docente con difusión internacional.

Javier Nunez Moscoso, Universidad de Montreal, Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE), Montreal, Canadá

Doctor en Ciencias de la educación (Universidad de Toulouse, Francia – Pontificia Universidad Católica de Chile) y profesor de estado en filosofía (Universidad de Santiago de Chile), estudia los elementos constitutivos de la cultura profesional de los profesores (saberes docentes transversales) y las dificultades emergentes durante las situaciones de trabajo, fundamentalmente durante la inserción profesional de los profesores noveles. En una óptica heurística y transformativa, los resultados investigativos son invertidos en los procesos de formación e inducción docente y en la discusión de políticas educativas. Por otra parte, la generación del conocimiento representa otra de sus preocupaciones científicas, donde destacan la epistemología y la metodología de la investigación en educación y las relaciones entre ciencia, acción y sociedad. Actualmente es investigador postdoctoral en el CRIFPE-Universidad de Montreal, Canadá.

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Published

2018-07-13

How to Cite

Tardif, M., & Nunez Moscoso, J. (2018). The notion of the “reflective professional” in education: relevance, uses and limits. Cadernos De Pesquisa, 48(168), 388–411. Retrieved from https://publicacoes.fcc.org.br/cp/article/view/5271

Issue

Vol. 48 No. 168: abr./jun.2018

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Articles

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