THE REFLECTIVE PRACTITIONER IN TEACHING - TOWARD A RESEARCH AGENDA

Recognizing the apparent appeal that the image of a teacher as a ''ref lective practitioner'' has for teacher educators and noting the lack o f clarity and consistency which accompanies its discussion, this proje ct undertook to develop a description of what reflective practice in t eaching would ''look like.'' The paper presents 12 critical attributes that would indicate a teacher's stance toward reflection, accompanied by four assumptions on which the attributes are based. Finally, the u tility of these attributes is discussed in terms of both a research ag enda and teacher education program decisions that they might inform.