One teacher educator’s strategies for encouraging reflective practice

Teaching reflective practice to beginning teachers requires significant changes in a teacher educator’s implicit assumptions about how individuals learn teach. also teaching practices. The familiar teach-them-theory-and-then-let-them-practice approach assumes that learning is complete before begins. In contrast, professions involves from firsthand experience and recognizes the process of theory research incomplete personal recognizing terms such as reflect reflection are everyday words with multiple meanings uses little direct connection . following argument, grounded self-study methodology, describes indirect strategies for encouraging practice. These include an extended writing assignment focused on professional learning, experience, unrecognized power listening, tickets out class listening fostering metacognition. argument closes summary suggested by those