Can reflective practice be taught?

G Edwards, Gary Thomas

Research output: Contribution to journalArticle

39 Citations (Scopus)


Almost ubiquitous in discourses about the development of teachers, reflective practice describes the process that occurs when persons are apprenticed to any meaningful activity. But reflective practice is a descriptive term for that process: it does not imply that the process is itself open to dissection and instruction. We contend that mistaken accounts of teachers' thinking have led to misdirected interventions which continue to hinder teachers' development. We conclude by suggesting that the question to be addressed by teacher educators is not the technicist one: how do we teach reflective practice?, but rather the values-based one: into which practices do we wish to initiate our teachers and pupils?.
Original languageEnglish
Pages (from-to)403-414
Number of pages12
JournalEducational Studies
Issue number4
Publication statusPublished - 1 Jan 2010


  • instrumentalism
  • inquiry
  • apprenticeship
  • teacher development
  • technicism
  • reflective practice


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