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ERIC Number: EJ1116400
Record Type: Journal
Publication Date: 2016-Jul
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0313-5373
Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education
Roberts, Pauline
Australian Journal of Teacher Education, v41 n7 Article 2 p19-35 Jul 2016
Reflection has been a component of teacher education programs for many years. The introduction of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) into Western Australian schools appear to have brought a renewed focus to this. For universities involved in teacher education, reflection remains a complex construct that requires scaffolding and nurturing. The question remains, however, how to effectively do this. This paper provides a practical focus to developing reflection by outlining strategies that address this issue. Through the scaffolded implementation of an Action Research project for pre-service teachers, this research project identified a number of key recommendations. Firstly, there is a need for a strong model of reflection to be used consistently across degree programs; secondly, reflective processes should be embedded in practice; and finally, universities need to be mindful of the assessment of reflection and the impact that this assessment has on the reflective process.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A