Journal of Science Education and Technology

, Volume 19, Issue 1, pp 58–68

Developing a Reflective Practitioner Through the Connection Between Educational Research and Reflective Practices


DOI: 10.1007/s10956-009-9178-y

Cite this article as:
Del Carlo, D., Hinkhouse, H. & Isbell, L. J Sci Educ Technol (2010) 19: 58. doi:10.1007/s10956-009-9178-y


This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms. These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum outside the context of methods courses, much like models established in the sciences.


ReflectionTeacher educationQualitative research methods

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Department of Chemistry and BiochemistryUniversity of Northern IowaCedar FallsUSA
  2. 2.Riverside High SchoolOaklandUSA
  3. 3.Gilbert High SchoolGilbertUSA