Engaging with student teachers on reflective writing: Reclaiming writing

Duncan Mercieca (Lead / Corresponding author)

Research output: Chapter in Book/Report/Conference proceedingChapter

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Abstract

Reflective writing is an integral part of the training of teachers. The aim is to support future teachers in thinking about the learning and teaching process that they engage in. Reflective writing is seen as balancing the positivist technicist approach to learning and teaching that now characterises the educational systems. However, there is still the danger that reflective writing is rendered as a routinised writing that only replicates the performative discourses that it tries to escape. This chapter engages with the works of Jacques Derrida on writing to challenge ideas on reflective writing. Through an action-research project that looked at the reflective writing, this chapter highlights the complexities, yet the rewarding nature, of engaging with reflective writing that escapes closure by drawing upon philosophical ideas from Derrida.
Original languageEnglish
Title of host publicationSocial Theory and Education Research
Subtitle of host publicationUnderstanding Foucault, Habermas, Bourdieu and Derrida
EditorsMark Murphy
Place of PublicationLondon
PublisherRoutledge
Chapter14
Pages256-271
Number of pages16
Edition2nd
ISBN (Electronic)9781003156550
ISBN (Print)9780367742027
DOIs
Publication statusPublished - Mar 2022

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  • Engaging with student-teachers on reflective writing: reclaiming writing

    Mercieca, D., 21 Mar 2013, Social Theory and Education Research: Understanding Foucault, Habermas, Bourdieu and Derrida. Murphy, M. (ed.). 1 ed. London: Routledge, p. 200-211 12 p.

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

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    3 Citations (Scopus)
    139 Downloads (Pure)

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