A transpersonal model for teacher reflectivity

Author: Mayes, Clifford

Source: Journal of Curriculum Studies, Volume 33, Number 4, 1 July 2001 , pp. 477-493(17)

Publisher: Routledge, part of the Taylor & Francis Group

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The past decade has witnessed a dramatic increase in scholarship relating to teacher reflectivity. Typically, 'reflectivity', in this context, refers to teachers' critical examination of the political and biographical factors that have led them to teaching and have been instrumental in defining their internal models of what defines good practice. However, the literature on reflective teacher education rarely delves into what may be called 'spiritual reflectivity' - or the exploration of deeper ontological commitments and constructs regarding teaching. In this essay, I discuss how, as a teacher educator, I have drawn from a Buddhist developmental model to deepen my spiritual reflectivity as a teacher.

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/00220270120252

Publication date: July 1, 2001

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