Abstract
Effective professional development requires teachers to be reflective about their practice, at the pre-service teacher level and as part of a life-long career practice (Clarke 1995; Cole, 1989; Wildman, Magliaro, Niles, & McLaughlin, 1990). Teachers should consistently take time to consider the impact of their work on their students and to address issues in the classroom. Credited initially to Dewey in the 1930s, the theory of reflective practice was adopted and.
| Original language | English |
|---|---|
| Title of host publication | Evidence-Based Learning and Teaching |
| Subtitle of host publication | A Look into Australian Classrooms |
| Editors | Melissa Barnes, Maria Gindidis, Sivanes Phillipson |
| Place of Publication | Abingdon UK |
| Publisher | Routledge |
| Chapter | 19 |
| Pages | 229-238 |
| Number of pages | 10 |
| Edition | 1st |
| ISBN (Electronic) | 9781351129367 |
| ISBN (Print) | 9780815355717, 9780815355700 |
| Publication status | Published - 1 Jan 2018 |
Keywords
- Evidence-based learning,
- Action research methodology
- Reflective learning
- Initial teacher education