Teachers’ Educational Design as a Process of Reflection‐in‐Action: The Lessons We Can Learn From Donald Schön’s The Reflective Practitioner When Studying the Professional Practice of Teachers as Educational Designers

Abstract

Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Maurice Temple Smith.

Notes

1 I use the term practical knowledge to refer to the knowledge teachers themselves generate as a result of their experiences as teachers and their reflections on these experiences (Fenstermacher, 1994).