Abstract
In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is important to beginning teachers’ successful practice of reflection. Throughout this article, we draw on examples from one beginning teacher’s journaling practice as a way to illustrate that multiple genres of reflection co-exist within teachers’ reflective practice.
Recommended Citation
Hallman, H. L., & Adam, A. (2013). The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher's Journaling Practice. Journal of Inquiry and Action in Education, 5 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol5/iss2/1
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