ABSTRACT

The project described here provides an example of the use of materials as a means of stimulating and supporting teachers’ involvement in systematically reflecting upon practice alongside others, in their school contexts. It was founded on the belief that the challenge of enhancing teacher development is significantly a local matter and that, therefore, local communities of teachers are the means of enhancing professionalism. It is thus based upon an epistemology of practice which recognizes that effective development is both a private and public affair. This is characterized by Donald Schon as a relationship between ‘knowing-in-action’ and ‘reflection-in action’ (Schon, 1987). The former locates theory and practice in a teacher’s normal practice (knowledge is in the act); and the latter indicates that the action as well as the knowledge which is implicit in the action is reflected on outside the act. In short, whilst teachers do not always consciously consider the theories which dictate and guide their values, thinking and actions because of psychological, social and practical constraints, nevertheless, the theories exist as part of what is referred to-sometimes disparagingly-as practical knowledge. (Connelly and Clandinin, 1984).