This text presents a research study into the development of reflective practitioners in a pre-service teacher education programme. The teacher educator in the study modelled his own reflections on practice in the hope that it would help students to apply reflection to their own teaching.; The results of the author's research demonstrate that reflection on practice occurs in three distinct periods: before anticipatory, during contemporaneous and after retrospective a pedagogical experience. The book concludes that when student teachers' own learning situations, both within their university coursework and their school experiences, become the focus for their learning about teaching and learning, their understanding of, and practice in, teaching is enhanced.

part |2 pages

Part 1 Conceptualizing Reflection

part |2 pages

Part 2 Learning through Modelling

part |2 pages

Part 3 Exploring Student-teachers' Thinking

part |2 pages

Part 4 Reflection 'in Practice'

chapter |11 pages

Three Reflective Instances

chapter |29 pages


chapter |5 pages