Reflective Practice and Conscientisation

Abstract

Both ‘the reflective teaching’ and ‘the teacher as a reflective practitioner’ have become very popular In terms of the literature about the teachIng and training profession, In spIte of ambiguIties and misleading Ideas. Thus, it is of the greatest Importance to analyse these ambiguities by questioning the words used, the relations of power which are established among teachers, educators and traInees, the ways and effects of the reflection. To avoId the reflective action becomIng a collection of techniques, a reflective practice should be based on an educational and training theory whIch should stimulate the teacher to take critical consciousness of the educational situations and of his/her own practice In the situation. The concept of consclentlsatlon by Paulo Freire, linked to his concept of praxis as a dialectic unity of the theory and practice, should produce an Instrument of theoretical and operational value for education. That concept will allow Interpretations which will take the teacher to wonder about hIm/herself, about the world around him/her, promoting a critical and dialogist relationship towards the world, the others and him/herself. ThIs dialogue, whIch cannot feed Itself but feeds on the fusIon of theory and praxIs, will overcome the apparent dichotomy between technical and practical reason.