Reflective Practice as Conscious Geometry: Portfolios as a Tool for Sponsoring, Scaffolding and Assessing Reflective Inquiry in Learning to Teach

Abstract

This chapter maps the pedagogical implications of teaching critical reflective practice through a portfolio structure employing both sociocultural and critical hermeneutic theoretical frames. It argues that current views of the professional as lifelong learner and knowledge as constructed over time, context and space, demand that preservice teachers are inducted and mentored into the critical discourses and theoretical foundations that views teaching as inquiry oriented, knowledge as problematic, and practice as intellectually and emotionally engaging.