Supporting sustained teacher development through reflection

McGuire, W. and Essex, J. (2022) Supporting sustained teacher development through reflection. In: Eady, S., Essex, J., Livingston, K. and McColl, M. (eds.) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge, pp. 99-112. ISBN 9780367405984 (doi: 10.4324/9780429356957-11)

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This chapter shows how reflection can make a powerful contribution to teacher development. Reflection is shown as having multiple dimensions, many of which have been captured previously in historic notions of reflection in teaching. The different stages of the process of reflection within some of the earlier models are considered and the way in which these precedents are integrated in current notions about reflection is demonstrated. The concept of reflective practice is presented, in which action is understood to be an integral part of the reflective cycle. The execution of reflection is described, both in terms of the personal attributes required of a mentor seeking to engender reflective practice and in terms of practical strategies that can be used to promote reflective practice. Finally, suggestions are offered on ways to evaluate the impact of reflection on professional development.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:McGuire, Professor Willie
Authors: McGuire, W., and Essex, J.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Published Online:19 May 2022

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