Developing reflective practice: learning about teaching and learning through modelling

In Developing Reflective Practice: John Loughran documents the results of a longitudinal research study into the development of reflective practice in a group of student-teachers during a pre-service education program. For these student-teachers Loughran, as their teacher educator, explicitly modelled his own reflections on practice through journal writing and 'thinking aloud' in class while teaching. Loughran quotes extensively from his journal and his interviews with the students to illustrate how student-teachers learn about reflection, student-teachers develop reflection on their own teaching, and teacher educators can be important catalysts in the development of reflective practitioners.

Loughran concludes that reflective modelling in teacher education is vital for encouraging deliberative and thoughtful practitioners. Building on the work by Dewey and Schon, he translates the conceptualization of reflection in a meaningful way so that teacher educators can apply it in practice for themselves and, hence, model it for their own student-teachers.

pt. 1. Conceptualizing Reflection. 1. An Introduction to Thinking about Teaching. 2. A Model for Learning about Reflection -- pt. 2. Learning through Modelling. 3. Modelling Reflection. 4. Perceptions of Actions: Student-teachers' Understanding of the Practice of Modelling Reflection -- pt. 3. Exploring Student-teachers' Thinking. 5. Recognizing Reflection. 6. Journals: An Insight into Students' Thinking. 7. Understanding the Reflective Cycle -- pt. 4. Reflection 'in Practice'. 8. Three Reflective Instances. 9. Case-studies. 10. Understanding Reflective Practice. 11. Conclusion.