Effective Reflective Practice: In Search of Meaning in Learning about Teaching
Abstract
Reflective practice has an allure that is seductive in nature because it rings true for most people as something useful and informing. However, for reflection to genuinely be a lens into the world of practice, it is important that the nature of reflection be identified in such a way as to offer ways of questioning taken-for-granted assumptions and encouraging one to see his or her practice through others’eyes. The relationship between time, experience, and expectations of learning through reflection is an important element of reflection, and to teach about reflection requires contextual anchors to make learning episodes meaningful. This article examines the nature of reflection and suggests how it might become effective reflective practice that can be developed and enhanced through teacher preparation programs.
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When reflection is productive, defined as involving the questioning of assumptions and having many ways of seeing, it leads to meaningful learning.
“When reflection is”
From Identity development as a lens to science teacher preparation (2007) · cites this paper as Loughran, 2002
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- Authors
- Loughran, J. J.
- Affiliations
- Monash University (AU)
- Corresponding author
- Loughran, J. John
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2002-01
- Volume
- 53
- Issue
- 1
- Pages
- 33-43
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2154682772
- Cited by
- 1,231
- References
- 46
- Citations by year
- 2026: 43 · 2025: 51 · 2024: 36 · 2023: 39 · 2022: 78 · 2021: 55 · 2020: 94 · 2019: 66 · 2018: 78 · 2017: 73 · 2016: 78 · 2015: 65 · 2014: 70 · 2013: 56 · 2012: 70
- FWCI
- 91.38
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- reflective practice, teacher education curriculum, questioning assumptions, teacher learning
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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