The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers' professional development. This study's aim is to understand a teacher education program's impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400…

This article has two major goals. The first is to establish a distinction between the idea of critical reflection (as required today in many teacher education courses) and the concept of reflective practice (as set out by Schön in the context of active professional practice). The second is to present some of the important lessons a teacher…

This qualitative study was designed as a single-case study of a small, public, teacher education program in the Midwest. The author conducted a study on the perceived role of a "critical friends group" (CFG) in the development of beginning secondary teacher candidates' understandings and practices of reflective practice. Three main types…

To discuss reflexive practice in relation to epistemic cognition, we posit informed reflexivity as an epistemic virtue that is informed by its particular context and purposes of knowing and action and promotes use of reliable processes to achieve epistemic aims. It involves reasoning about social relationships in which a person is embedded when…

This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative "critical incidents". The study posits that reflections on critical incidents are often not "critical" in nature. They more frequently result in counterfactual thinking…

There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and…

This paper presents a framework for critical reflection that teacher educators can employ to analyze prospective teachers' reflection and support their transformative learning. The author argues that teacher educators should not only pay attention to the cognitive processes of prospective teachers (how they reflect), but also the content of their…

Much is said about the importance of reflective practice especially in the professions. Yet much of what happens as part of reflective practice in the professions such as teaching is most of the time left to chance. Reflective practice allows practitioners to see the link between theory and practice by thoughtfully considering their own…

Teaching the Nature of Science (NOS) in elementary schools and in higher education institutions has become the focus of the science education research community because there is a need to redefine teaching methods and practices. Studies have shown that elementary teachers' views and attitudes towards teaching the NOS are not always compatible with…

This revised Early Learning Framework is the culmination of a collaborative process that included early childhood educators, primary teachers, academics, Indigenous organizations, Elders, government, and other professionals. The first Early Learning Framework published in 2008 changed the landscape of early years practice in British Columbia. It…

The concept of reflective thinking as a precursor for incorporating critical thinking has been not been adequately researched. Most research has not given any effective strategies on how to incorporate these two concepts. There is a constant need to incorporate critical thinking into the classroom without much success. This study will attempt to…

This paper reports on a study which examined the impact of a course in Reflective teaching in the third year of a Bachelor of Education degree programme at a local University College. A broader purpose for the study was to continue the process of giving credence to reflective teaching as integral to effective teaching and learning. Specifically,…

This paper reports on the opportunities for transformational learning experienced by a group of pre-service teachers who were engaged in service-learning as a pedagogical process with a focus on reflection. Critical social theory informed the design of the reflection process as it enabled a move away from knowledge transmission toward knowledge…

The value of reflective journaling as an effective strategy to enhance learning has been explored by several writers. Many see it as a way of approaching learning to enhance the understanding of factors influencing or hindering the learning process and the development of meaning through critical thinking skills. The underlying purpose of the study…

Reflective practice is a major focus of teacher preparation programs (Cochran-Smith & Lytle, 1992; Putnam & Borko, 2000; Zeichner, 1986; Zeichner & Liston, 1987), yet Zeichner (1986) asserts that developing reflective practice in preservice teachers has focused primarily on short-term, less systematic interventions and that interventions must be…