This book examines significant developments in reflective practice, delving into research conducted with novice teachers. It fills a gap in existing literature by examining the 'how' of reflective practice. How do professionals learn reflective practice, fostering relearning? How do they guide students, mentees, and novices in adopting reflective…

This self-reflective study investigated lecturers' perspectives on and adaptability to co-teaching in teacher education in South Africa. The purpose of the study was to examine lecturers' personal experiences with collaborative co-teaching and to identify the changes that are required to make co-teaching effective. A sample of teacher education…

This paper is focused on the concepts of reflection, pracademics and Cognitive Apprentices used within work-based learning contexts. A hermeneutic phenomenological dialogic exchange was conducted between the authors to gain an in-depth interpretive analysis of the concepts of reflection, pracademics and Cognitive Apprentices. It is evident that…

To ensure that new teachers enter classrooms poised for success, we need more evidence regarding supports that can expedite skill development during teacher education. In this study, we capitalize on mixed-reality simulations as a setting for evaluating such supports. Using a randomized control trial, we examine the extent to which coaching…

Reflection has been a common professional learning practice for teachers within the history of education and learning. The purpose of this study was to understand how high-performing experienced teachers engage in reflection. The study utilized a qualitative phenomenological approach from a general phenomenological perspective. Seven…

D. Jean Clandinin and Michael Connelly (2000) introduced a narrative inquiry framework that posits temporality, sociality, and place as commonplaces to capture individual experiences. The objective of this Case Study is to investigate the potential of this framework to be expanded beyond its function as an inquiry tool by incorporating it into a…

In this article, I analyse non-Dalit teachers' outlooks by positioning them within a culturally complex caste system, considering its influence on Dalits' education. Nepalese society is ruled by a caste system, where non-Dalits--Brahmins and Kshatriya are considered pure and powerful, and Dalits are viewed as impure and powerless. This…

As organizations seek to provide meaningful professional learning opportunities, research has emerged to support the development of learning cultures that move beyond isolated learning experiences. An essential component of professional learning is reflective practice which occur at both the individual (Schon, 1983) and collective (Day, 1993)…

Aim/Purpose: This study aims to explore the reflective practices of educators in blended learning environments, specifically in interdisciplinary courses, and to understand how these practices impact student engagement and learning outcomes. Background: Blended learning, combining online and face-to-face instruction, has become increasingly…

Based on years of extensive research on teacher development, this book offers a practical introduction to the concept of teacher reflection, demonstrating how student teachers can engage with reflective learning from their teaching and classroom experiences in a systematic and inspiring way. Providing practical models and guidelines for use in the…

This action research is about empowering teachers to communicate positively in discourses with parents at Individual Education Plan (IEP) meetings. It builds on the premise that giving teachers communications tools will increase their motivation to communicate more effectively and to be aware of their dialogue behavior. Taking a case study…

In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders' specific roles as instructional supervisors leading reflective practices.…

Classrooms are a learning environment for teachers as well as students. Teachers can improve their teaching practices by monitoring and reviewing their practices. An important tool of this development is the reflective thinking of teachers. For teachers, reflection is an opportunity to look into the classroom from the outside, to examine the…

Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action.…

This study presents a professional development (PD) model for promoting preschool teachers' writing instruction utilizing teachers' reflective practices. Thirteen prekindergarten teachers were followed for the entire pre-K year. Teachers were assigned to intervention and comparison conditions. A reflective PD workshop was developed based on…