Reflection as a critical component of teacher education emerged as central to the enterprise of preparing new teachers with the publication of Donald Schön’s The reflective practitioner (1983). Calderhead (see Calderhead, 1987) and Russell and Munby (see Munby, H. et al 2001) articulated its importance in teacher development. LaBoskey (2002) revealed that reflective preservice teachers became stronger teachers. Soon, reflection became central for teacher education. Works by Moon (1999), Brookfield (2017), and Russell (2006) provided guidance for developing teachers as reflective practitioners. Teacher educators then turned to the value of reflection for inservice teacher development (see Moon, 2004). The fourth edition of the Handbook of research on teaching, Munby and colleagues (Munby et al. 2001) were invited to provide a chapter on the role of reflection in teacher learning which was absent in the third edition.
Reflection became an implicit assumption about the quality of a teacher education program (e.g. http://caepnet.org/ ). More recently, the focus has turned to its role in the development of teacher educators (Ketchermans, et al. 2018). Beginning in the mid-1990s self-study of teacher education practices scholars began using reflection in uncovering uncovering teacher educator and inservice and preservice development (e.g. Loughran & Russell, 2002; Russell, 2018).
The purpose of this Research Topic is to examine current understanding of the role of reflection in all of the enterprises of teacher education. Articles report research concerning development as a teacher educator, preservice and inservice teachers, and individual accounts of its influence in teacher and teacher educator development.
References
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Calderhead, J. (1987). The quality of reflection in student teachers’ professional learning. European Journal of Teacher Education, 10(3), 269-278.
Kelchtermans, G., Smith, K., & Vanderlinde, R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1), 120-134.
LaBoskey, V. K. (2002). Teaching to teach with purpose and passion: Pedagogy for reflective practice. In Teaching about teaching (pp. 164-177). Routledge.
Loughran, J. J., & Russell, T. (Eds.). (2002). Improving teacher education practices through self-study (pp. 239-248). London: RoutledgeFalmer.
Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. Routledge.
Moon, J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of continuing Education in the Health Professions, 24(1), 4-11.
Munby, H., Russell, T. & Martin, A. K. (2001) Teachers’ knowledge and how it develops, in: V. Richardson (Ed.) Handbook of research on teaching (4th edn) (Washington, DC, American Educational Research Association), 877–904.
Russell*, T. (2005). Can reflective practice be taught?. Reflective practice, 6(2), 199-204.
Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4-14.
Schön, D. A. (1983) The reflective practitioner: how professionals think in action. Basic Books
Reflection as a critical component of teacher education emerged as central to the enterprise of preparing new teachers with the publication of Donald Schön’s The reflective practitioner (1983). Calderhead (see Calderhead, 1987) and Russell and Munby (see Munby, H. et al 2001) articulated its importance in teacher development. LaBoskey (2002) revealed that reflective preservice teachers became stronger teachers. Soon, reflection became central for teacher education. Works by Moon (1999), Brookfield (2017), and Russell (2006) provided guidance for developing teachers as reflective practitioners. Teacher educators then turned to the value of reflection for inservice teacher development (see Moon, 2004). The fourth edition of the Handbook of research on teaching, Munby and colleagues (Munby et al. 2001) were invited to provide a chapter on the role of reflection in teacher learning which was absent in the third edition.
Reflection became an implicit assumption about the quality of a teacher education program (e.g. http://caepnet.org/ ). More recently, the focus has turned to its role in the development of teacher educators (Ketchermans, et al. 2018). Beginning in the mid-1990s self-study of teacher education practices scholars began using reflection in uncovering uncovering teacher educator and inservice and preservice development (e.g. Loughran & Russell, 2002; Russell, 2018).
The purpose of this Research Topic is to examine current understanding of the role of reflection in all of the enterprises of teacher education. Articles report research concerning development as a teacher educator, preservice and inservice teachers, and individual accounts of its influence in teacher and teacher educator development.
References
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Calderhead, J. (1987). The quality of reflection in student teachers’ professional learning. European Journal of Teacher Education, 10(3), 269-278.
Kelchtermans, G., Smith, K., & Vanderlinde, R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1), 120-134.
LaBoskey, V. K. (2002). Teaching to teach with purpose and passion: Pedagogy for reflective practice. In Teaching about teaching (pp. 164-177). Routledge.
Loughran, J. J., & Russell, T. (Eds.). (2002). Improving teacher education practices through self-study (pp. 239-248). London: RoutledgeFalmer.
Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. Routledge.
Moon, J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of continuing Education in the Health Professions, 24(1), 4-11.
Munby, H., Russell, T. & Martin, A. K. (2001) Teachers’ knowledge and how it develops, in: V. Richardson (Ed.) Handbook of research on teaching (4th edn) (Washington, DC, American Educational Research Association), 877–904.
Russell*, T. (2005). Can reflective practice be taught?. Reflective practice, 6(2), 199-204.
Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4-14.
Schön, D. A. (1983) The reflective practitioner: how professionals think in action. Basic Books
