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 Reflection in Action: The Educator as Reflective PractitionER
The college's professional education programs at the teacher candidate, continuing teacher, counselor, and administrative program levels are accredited nationally by the National Council for the Accreditation of Teacher Education (NCATE) and are defined within a conceptual framework referred to as "Reflection in Action: The Educator as Reflective Practitioner"
Reflective practice has its origins in the work of John Dewey and had new life breathed into it by the works of Donald Schon. Schon's notions such as "the learning society" and "reflection in action" have become part of the language of education.
From the work of these individuals and the work of others during the past twenty years, the Reflective Practitioner emerges as a professional who employs Reflective Thinking and thoroughly applies it to all educational settings, problems, and purposes. Reflective Practice as a process of thinking is a deeply held personal disposition compelled by the vision of best practices.
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Conceptual Framework