Source: Teaching and Teacher Education, Volume 24, Issue 7, October 2008, P. 1935-1946
Educational researchers have recently suggested that Schön's influential model of the ‘reflective practitioner’ lacks a prospective, or future, dimension. In this study, the authors examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are examined in relation to reflective thinking and teacher identity.
The authors illustrate how teacher mentoring meetings represent discursive spaces in which novice teachers have an opportunity to verbalize plans, predict outcomes, consider possibilities, and reflect on their evolving pedagogical practices. The authors claim that teacher mentors should become aware of these important functions, and encourage prospective reflection in novice teachers.