Alan J. Reiman

The Evolution of the Social Roletaking and Guided Reflection Framework in Teacher Education: Recent Theory and Quantitative Synthesis of Research.

Abstract In this paper the problem of lack of theory and directing constructs for reflective practice in teacher education is addressed. Selected theoretical tenets of Vygotsky and Piaget are reviewed and related to a developmental action/reflection framework for the adult learner. As well, a taxonomy for differentiating reflection according to the needs of the adult learner is summarized. The taxonomy served as the treatment in seven quasi-experimental studies. Results of a quantitative synthesis of the studies are summarized with implications for cognitive-developmental theory, the moral dimensions of schooling and teacher education, and emerging constructs of reflective practice.

Promoting Teachers' Moral Reasoning and Collaborative Inquiry Performance: A developmental role-taking and guided inquiry study

A study of experienced teachers is used to illustrate a developmental methodology for promoting technical performance dimensions and moral and conceptual reasoning based on Sprinthalls and Thies-Sprinthalls (1983) principles of new social role-taking and guided inquiry. Called the learning-teaching framework (LTF), the theoretical and applied approach embeds new role-taking, guided inquiry, balance, support and challenge, continuity and instructional coaching in educational programming across the teacher professional development career span. The study was a 7-month quasi-experimental intervention of expert teachers participating in a professional development program to support peer coaching (e.g. a form of collaborative inquiry which prompts teachers to initiate complex new roles as peer coaches in which they plan, demonstrate and practise new models of teaching). The aims of the study were to encourage new social role-taking, support new learning in effective teaching, encourage new complex performances in coaching and support conferences, and promote gains in moral and conceptual reasoning. Significant positive gains in learning, performance and moral judgement reasoning were achieved. The study highlights the benefits of using the LTF as a framework for educational programming and teacher character development programmes that are based on similar theoretical assumptions.

Roletaking and reflection: Promoting the conceptual and moral development of teachers

Abstract A growth intervention model for adults is described. The intervention model employs cognitive developmental theory with complex new role taking and guided reflection serving as keystones. A series of studies that span 15 years are summarized along with implications for teacher education and teacher development.

Service Learning and Developmental Education: The Need for an Applied Theory of Role-Taking and Reflection

This article examines service learning through the lens of cognitive-developmental psychology and developmental education. Recent interest in service learning as a means of encouraging further learning and growth is commendable; however, the goals need to be linked to relevant research and theory. Such theory is lacking. The theories of Kohlberg, Hunt, and Loevinger, as well as recent research on social role-taking and guided reflection interventions are reviewed. The goal is to build a developmentally based theory of service learning that provides conditions (e.g., action, reflection, balance, support and challenge, continuity) to promote guiding programs and to explain how persons construct meaning as they engage in problem solving and reflection on complex new roles and encounter social-ethical issues. Implications for practitioners and future research are discussed.

What Does Innovation Mean for Moral Educators

This article examines the links between prosocial moral education, educational innovations and concerns of school system personnel during an innovations implementation process. The role of social innovations in promoting prosocial moral education is discussed with attention given to the challenges and processes associated with implementing such innovations. Promising moral and prosocial education innovations are reviewed with outcomes. The authors then describe implementation challenges identified by the original designers of the reviewed moral education interventions. Among the challenges is the difficulty of maintaining fidelity as the moral education innovation is expanded to educational settings. The analysis of prosocial moral education innovations leads to a recommendation of an important new direction for scholars and practitioners as they support diffusion of the moral education innovation. The recommendation highlights the importance of monitoring the affective concerns of facilitators as they diffuse moral education curricula to site‐specific kindergarten (5 years) through Grade 16 undergraduate (average age 22 years) contexts.