The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Making sense of reflection: a comparison of beginning and experienced teachers’ perceptions of reflection for practice
Abstract
The importance of reflection for learning has been emphasised in professional education programmes. In teacher education, a number of researchers have claimed the success of various initiatives in developing teachers as reflective practitioners. However, there appear to be few studies comparing and contrasting beginning and experienced teachers’ perceptions of the usefulness of reflection for practice. The study reported here examined how reflection was used by experienced and beginning teachers who were formally introduced to the same model of reflection. The data were collected as part of two separate qualitative studies, one a study of 12 beginning teachers and one of 12 experienced teachers, via semi‐structured interviews. The findings suggested that both groups of teachers moved from being somewhat sceptical about reflection, to embracing reflection as a tool to analyse and modify their practice. A major difference between the two groups related to the scope, focus and impact of their reflective activities.
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“Williams and Grudnoff (2011) reported that experienced teachers were more capable of learning through reflection due to their vast repertoire of tacit knowledge.”
From Knowledge (Co-)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community (2025) · cites this paper as Williams and Grudnoff (2011)
Citations
Cites
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Van Manen, M. (1977) · Curriculum Inquiry · doi:10.1080/03626784.1977.11075533 · Cited by 1,623
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Cited by
Jin, F., Peng, X., Sun, L., Song, Z., Zhou, K., & Lin, C. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70004 · Cited by 40
Metadata
- Authors
- Williams, R., & Grudnoff, L.
- Affiliations
- University of Auckland (NZ)
- Corresponding author
- Williams, Ruth
- ORCID
- Grudnoff, Lexie
- Venue
- Reflective Practice
- Publisher
- Informa UK Limited
- Published
- 2011-06
- Volume
- 12
- Issue
- 3
- Pages
- 281-291
- ISSN
- 1462-3943 (ISSN-L)
- 1470-1103
- OpenAlex
- W2095276085
- Cited by
- 101
- References
- 2
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 4 · 2023: 10 · 2022: 5 · 2021: 44 · 2020: 4 · 2019: 4 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 3 · 2014: 4 · 2013: 6 · 2012: 1
- FWCI
- 18.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reflective Practice (publishedVersion)
- ResearchSpace (University of Auckland) (submittedVersion)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- novice teachers, experienced teachers, teacher perceptions, reflective practice model, teacher professional development, teacher learning
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
