The DOI matches its Crossref record; 44 of the 46 references it cites were found in a registry or an index.
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”
From Identity development as a lens to science teacher preparation (2007) · cites this paper as Loughran, 2002
Citations
Cites
The Reflective Practitioner: How Professionals Think in Action
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Cochran-Smith, M., & Lytle, S. L. (1999) · Review of Research in Education · doi:10.2307/1167272 · Cited by 2,288
Journal of Curriculum and Supervision
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Korthagen, F. A. J., Kessels, J., Köster, B., Lagerwerf, B., & Wubbels, T. (2001) · Routledge eBooks · doi:10.4324/9781410600523 · Cited by 1,515
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Cited by
Sorted by citations
The Methodology of Self-Study and Its Theoretical Underpinnings
LaBoskey, V. K. (2004) · International Handbook of Self-Study of Teaching and Teacher Education Practices · doi:10.1007/978-1-4020-6545-3_21 · Cited by 1,298
Developing fundamental principles for teacher education programs and practices
Korthagen, F., Loughran, J., & Russell, T. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.04.022 · Cited by 1,046
Self-citationSawyer, T., Eppich, W., Brett-Fleegler, M. B., Grant, V. J., & Cheng, A. (2016) · Simulation in Healthcare The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000148 · Cited by 693
Teacher Reflection in a Hall of Mirrors: Historical Influences and Political Reverberations
Fendler, L. (2003) · Educational Researcher · doi:10.3102/0013189x032003016 · Cited by 556
Identity development as a lens to science teacher preparation
Luehmann, A. L. (2007) · Science Education · doi:10.1002/sce.20209 · Cited by 428
Metadata
- 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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