Abstract
Abstract To promote student learning towards responsible self‐directed learning, teachers need to see themselves as critical, ethical professionals who are willing and capable of taking charge of their own professional growth. The concepts of reflection and research, which are seen as essential components of professional development, are examined in four studies concerned with the different stages of the teacher's career development: preservice, induction, and in‐service teacher education. It is suggested that educating critical professionals is a matter of developing simultaneously both the preservice and in‐service teacher education contents and processes by aiming towards a new paradigm in educational philosophy and pedagogy.
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