Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

How to ... be a reflective practitioner.

Computers and the collaborative experience of learning

Reflection has become an accepted component of teacher education programs. Yet the concept has been much criticized, in particular its role in improving professional practice. This paper provides an overview of persistent and emerging criticisms of reflection, as well as a discussion of approaches taken to reflection in the literature since 2005. Two issues, context and identity, are revealed as predominant in the recent discussions of reflection. Recommendations stemming from the literature for better understanding reflection and for enhancing its role in teacher education are outlined, and a commentary on the possible impacts of adopting these recommendations in teacher education is included.

Reflection in teacher education: issues emerging from a review of current literature

Although reflective practice is now a key competency in many teacher training programs, the theoretical grounding remains problematic and the empirical approaches diverse. With the aim of advancing our understanding of the limitations of reflective practice in initial teacher training, this article draws a critical portrait of reflective practice in terms of theory, practice and methodology based on a review of the literature. We conclude by underscoring the need for a shared terminology and definition for reflective practice in initial training programs; currently, the lack of a clear concept hinders its operationalization in teacher training and its development in empirical research.

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Reflective practice in initial teacher training: critiques and perspectives

La reflexion est un concept tres utilise en formation initiale a l’enseignement. En tracant un portrait de l’eventail de significations trouvees dans la litterature, les auteurs de cet article portent un regard critique sur ce concept. Ils degagent en meme temps une vision developpementale mais non hierarchisee de la reflexion, lui accordant un statut de metacompetence. Un schema permet de preciser des dimensions ecologiques et methodologiques du processus de reflexion. Les auteurs concluent en interrogeant la position qu’occupe la reflexion a l’interieur du referentiel de competences qui guide la formation a l’enseignement au Quebec.

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Concept de réflexion : un regard critique

L'insertion dans le milieu scolaire : une phase cruciale du développement professionnel de l'enseignant /

Teachers lack the appropriate tools to acurately express their practice in words. It is im­portant to illustrate and communicate the knowledge used in the practice of teaching to give access to the experience. This article presents the conceptual and methodological framework of a study inspired by the practical argumentation approach, and the analysis of the teaching practice of the participants by means of shared thoughts as well as the analysis of video recordings. Receved: 08 –06-04/ Accepted: 25/08/04 How to reference this article: Gervais, C. & Correa Molina, E. (2004). Explicitacion del saber de experiencia de los profesores en el contexto de las practicas docentes: un marco conceptual y metodologico. Ikala. 9(1), pp. 141 – 167

*Explicitación del saber de experiencia de los profesores en el contexto de las prácticas docentes: un marco conceptual y metodológico

La formation professionnelle passe par une dimension individuelle, mais aussi collective. En effet, une formation professionnelle n’implique pas seulement l’acquisition de savoirs specifiques ou la mobilisation des ressources personnelles de l’individu, mettant ainsi en evidence la dynamique individuelle de celui qui exprime la volonte de se former. La formation professionnelle, grâce en particulier a son caractere d’alternance, sollicite aussi une dimension collective, car c’est en contact avec ses pairs que l’apprenant ou le praticien reussit a s’approprier une culture propre a la profession qu’il embrasse, a se forger une identite. Le contact avec un autre qui partage son activite professionnelle lui permet de confronter les savoirs, ainsi que les competences qu’il porte, avec ce qui est porte par le collectif. Ce texte presente le regard que portent sur cet objet les differents auteurs qui ont compose ce numero thematique.

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Colette Gervais

Papers

Concept de réflexion : un regard critique

L'insertion dans le milieu scolaire : une phase cruciale du développement professionnel de l'enseignant /

*Explicitación del saber de experiencia de los profesores en el contexto de las prácticas docentes: un marco conceptual y metodológico

Se former professionnellement par la pratique : une dynamique individuelle et collective

Stages en formation à l'enseignement: Pratiques et perspectives théoriques