Resumen de Rethinking reflection in teaching and teacher education: An alternative terminology
Reflection in education is usually associated with teachers reviewing their own practices in order to identify problems and find possible solutions to be applied in practice. In this article, I argue that the term “reflection,” which is used to represent a deep cognitive and metacognitive process about teaching and learning experiences, is misleading and insufficient. Thus, relying on mainly the concepts used by Gestalt psychologists, I propose a new term to be used instead of reflection: insighting. I argue that this new term, not only represents the inward look and deep philosophical questioning needed for successful reflection, but it also represents a positive conceptualisation of the act of deep thinking, removing it from being conceptualised as an aspect of “problem solving.”
