Abstract> A teacher‐researcher questions whether Schon's Reflective Practitioner is an appropriate text for ensuring change in teaching practices. It is argued that teachers’ perspectives prompt a particular interpretation of ‘reflection‐in‐action’ that justifies individualistic, immediate and limited change strategies. Schon's rhetorical appeals can be interpreted as offering tacit approval for the existing craft culture; for the inhibiting effects of this craft culture to be effectively challenged, individual teachers need the supportive insights which collaboration can provide.
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Andy Convery (1998) studied this question.
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