This article argues that current reflective practitioner models have a
temporally truncated bias that has resulted in an emphasis on
retrospective over prospective reflection. The temporally distributed
nature of prospective teacher thinking is illustrated using data from a
study that examined six Intern teachers¿ future-oriented reflection.
Themes that emerged from Interns¿ graphical depictions and verbal
descriptions of the Internship were (i) the discrepancy between
anticipated and actual experience, (ii) the reliance on cultural grand
narratives, and (iii) the role of hope. I make a case for finding more
of a balance between memory and imagination in teacher education
pedagogy.
This article argues that current reflective practitioner models have a
temporally truncated bias that has resulted in an emphasis on
retrospective over prospective reflection. The temporally distributed
nature of prospective teacher thinking is illustrated using data from a
study that examined six Intern teachers¿ future-oriented reflection.
Themes that emerged from Interns¿ graphical depictions and verbal
descriptions of the Internship were (i) the discrepancy between
anticipated and actual experience, (ii) the reliance on cultural grand
narratives, and (iii) the role of hope. I make a case for finding more
of a balance between memory and imagination in teacher education
pedagogy.