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Towards becoming a reflective practitioner: What to know and where to find it

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Abstract

Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science teacher. Of particular interest are the facilitators and barriers she sees as affecting this development.

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Author information

Authors and Affiliations

  1. Centre for Mathematics and Science Education, Queensland University of Technology, Locked Bag 2, 4059, Red Hill, Queensland

    Anne Byrne (post-graduate student, part-time lecturer) &  Campbell J. McRobbie (Acting Director)

Authors
  1. Anne Byrne
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  2. Campbell J. McRobbie
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Additional information

Specializations: Science education, science teacher education

Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning.

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Byrne, A., McRobbie, C.J. Towards becoming a reflective practitioner: What to know and where to find it. Research in Science Education 23, 15–23 (1993). https://doi.org/10.1007/BF02357040

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  • DOI: https://doi.org/10.1007/BF02357040

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