Almost ubiquitous in discourses about the development of teachers, reflective practice describes the process that occurs when persons are apprenticed to any meaningful activity. But reflective practice is a descriptive term for that process: it does not imply that the process is itself open to dissection and instruction. We contend that mistaken…

The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today's innovations require changes in teachers' professional identity. Identity learning involves a relation between social-cognitive construction of new meanings and individual,…