The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession’s cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect – for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.
10. According to paragraph 6, teachers may be discouraged from reflecting because
- Ait is not generally supported by teacher educators
- Bthe benefits of reflection may not be apparent immediately
- Cit is impossible to teach and reflect on one's teaching at the same time
- Dthey have often failed in their attempts to become reflective practitioners
B번이 정답인데 아무리 지문을 읽어도 immediately에 관한 부분을 찾이 못하겠어요.
혹시 Becoming a reflective practitioner requires extra work 이 부분이 추가적인 일을 요구하니까
그만큼 시간이 늘어난다 즉, 즉각적이지 않다는 걸 의미하나요?