When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on Their Own Classroom Discourse.

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Meaningful learning in teacher education (2018, background): “…research supports our finding that teacher education pedagogy that combines fruitful practical experiences and reflection is necessary for preservice teachers’ understanding of the connection between theory and practice (Korthagen, 2010; Harford & MacRuairc, 2008; Orland-Barak & Yinon, 2007).”
Student teachers’ patterns of reflection in the context of teaching practice (2015, background): “It is hoped that this procedure of guided reflection acts as a catalyst for student teachers to challenge their ‘habitual practice’ and ‘implicit norms’, and to consider what they have learnt through their reflective portfolio tasks (Lieberman 1989; Orland-Barak and Yinon 2007).”
Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “The development of reflective practice can be advocated to help student teachers integrate theory and practice (Orland‐Barak and Yinon 2007 ; Schon 1987 ).”
Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches (2009, background): “For example, one of these studies noted the idiosyncratic character of student teachers’ learning [15] and another found that the use of portfolios for continuing professional development were ‘idiosyncratic and demonstrated accomplished practice and reflective analysis in different ways” [17, p.”