Integrated working for outcomes is complex and challenging in theory and practice. Yet, outcomes and integrated working are central to the policy goals for children and families in Ireland. In this article, the authors present two main arguments: first, that reflective practice offers a useful general methodology for engaging with the theoretical…

This paper examines the use of peer-videoing in the classroom as a means of promoting reflection among student teachers. Ten pre-service teachers participating in a teacher education programme in a university in the Republic of Ireland and ten pre-service teachers participating in a teacher education programme in a university in the North of…

This paper details a small-scale, research study into lecturers' perceived impact of microteaching within a postgraduate certificate in teaching in higher education in Ireland. Participants engage on the programme for a range of reasons: to broaden expertise and knowledge beyond the disciplinary boundaries within which they primarily operate; to…

The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study…

In order to effectively meet the needs of families, this paper argues that there is a need for people working in the arena of family support to incorporate theory and research into their practice and to engage in a process of reflective practice. An inter-disciplinary cyclical model of training for experienced family support practitioners is…

This paper takes up two important issues in the professional development of university teachers: the controversy surrounding reflective inquiry and its purported benefits for professional development and the lack of research on what teachers learn from reflective inquiry and how that affects and/or changes their professional practice.…