Can reflective practice be taught?

By Gail Edwards, Gary Thomas. 2010

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cd1a9c2db0796023003673eed1fe589c9ba0c320

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In Education

Citations in the corpus

An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital (2020, background): “Reflection requires interpreting one’s own and others’ emotions but also, perhaps most importantly, recognizing and sometimes challenging emotional schemas, thus giving possibilities to invoke change in teaching practices (Edwards & Thomas, 2010).”
The collective dimension of reflective practice: the how and why (2011, unknown): “Its development as a professional competency in pre-service teachers is also subject to considerable disparities across teacher training programs (Beauchamp, 2006; Desjardins, 2000; Russell, 2005).”
Improving reflective writing in higher education: a social semiotic perspective (2011, background): “Thus far, there is a lack of clarity in the terminology and definition of reflection, its antecedent conditions, its processes, teaching strategies and outcomes (see Moon 2006; Procee 2006; Rogers 2001; Russell 2005).”
Reflection in teacher education: issues emerging from a review of current literature (2015, background): “Perhaps the tensions in this issue of explicit teaching of reflection are best noted through the work of Russell (2005, 2013), whose answer to his own question “Can reflective practice be taught?””
Critical social theory and transformative learning: evidence in pre‐service teachers’ service‐learning reflection logs (2010, background): “After spending years of providing little structure for student reflection, Russell (2005) decided to scaffold a series of questions intended to foster thinking and to provide feedback.”
Development of a tool to assess teachers’ level of reflective practice (2008, background): “There is an emerging consensus that pre-service and novice teachers can be helped to reflect at higher levels with multifaceted and strategically constructed interventions (see, for example, Brookfield, 1995; Cole & Knowles, 2000; Griffin, 2003; Hoover, 1994; Hunter & Hatton, 1998; Johnson, 1994; Pu”
Reflective practice in initial teacher training: critiques and perspectives (2013, background): “Because reflective practice has been interpreted variously by authors and educators (Beauchamp, 2006; Desjardins, 2000; Russell, 2005), our first task is to define our position on reflective practice.”