This book offers a detailed examination of reflective practice in
teacher education. In the current educational context, where reflective
practice has been mandated in professional standards for teachers in
many countries, it analyses research-based evidence for the power of
reflective practice to shape better educational outcomes. The book
presents multiple theoretical and practical views of this often
taken-for-granted practice, so that readers are challenged to consider
how factors such as gender and race shape understandings of reflective
practice. Documenting approaches that enhance learning, the
contributions discuss reflective practice across the globe, with a focus
on pre-service, in-service and university teachers. At a time when there
is pressure to measure teachers' work through standardised tests, the
book highlights the professional thinking that is integral to teaching
and demonstrates ways it can be encouraged in beginning teachers. Aimed
at the international community of teacher educators in schools and
universities, it also includes a critical examination of methodological
issues in analysing and evaluating reflective practice and showcases the
kind of reflective practice that empowers teachers and pre-service
teachers to make a difference to students.