Quality reflective practice in teacher education

A journey towards shared understanding

Rod Lane*, Heather McMaster, Judy Adnum, Michael Cavanagh

*Corresponding author for this work

    Research output: Contribution to journalArticle

    21 Citations (Scopus)

    Abstract

    This paper describes the process followed by a group of four primary and secondary teacher educators at a university in Sydney, Australia, to develop a collective understanding of the nature and value of reflective practice. The project developed a framework and set of indicators to assess the quality of pre-service teachers' reflective writing and provide targeted feedback to support their ability to reflect on classroom practice. The process of developing the framework highlights the value of collaborative coding and collegial discussion as methods for establishing common understanding and shared practice of reflective writing in teacher education.

    Original languageEnglish
    Pages (from-to)481-494
    Number of pages14
    JournalReflective Practice
    Volume15
    Issue number4
    DOIs
    Publication statusPublished - 2014

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