Cited by 1,231Reflective Practices in EducationTeacher Education and Leadership StudiesAdult and Continuing Education Topics

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Effective Reflective Practice: In Search of Meaning in Learning about Teaching

Loughran, J. John·2002·Journal of Teacher Education

DOI 10.1177/0022487102053001004

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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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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
DOI: 10.1177/0022487102053001004
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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

About these checks

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Effective Reflective Practice: In Search of Meaning in Learning about Teaching

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks