Reflection, Authentic Assessment and Action Research in Teacher Education (for GNH)

Abstract

This paper integrates concepts associated with reflection and links them with assessment and applies these in teacher education. The seminal work of Dewey and Schon gives way to the contribution, via Reiman, that the insights from the situational, phenomenological and the critical discourse communities can make in considering the development of reflective practice(s). Some consideration is given to a developmental sequence based upon van Manen with support from recent research from Jones. It is argued that Van Manen's three forms of reflection (technical, practical and critical) can be used with Reiman's identification of the zone of proximal reflection to assist teacher educators to develop student teachers' reflective practices illustrated with attention given to feedback on authentic assessment tasks. Action research in the final internship is presented as the capstone authentic assessment task in teacher education. It is noted that action research, and levels of reflection in general followed by action, can assist members of society toward a more happy life.