Making Reflective Practice More Concrete Through Reflective Decision Making

Abstract

Abstract Reflective decision making is an important component in a teacher's professional expertise, and aptness for integrating it into professional practice can be nurtured in most teachers. This article uses vignettes from student teachers' journals to describe four modes of thinking that can provide a useful framework for fostering growth in novice and veteran teachers' conceptualization of reflective decision making and the ability to incorporate it into their repertoire of professional competencies. Lana Danielson is Professor and Chair of Teacher Education at the University of Nebraska at Omaha. Her primary area of interest is reflective thinking.