Abstract
This paper describes the process followed by a group of four primary and secondary teacher educators at a university in Sydney, Australia, to develop a collective understanding of the nature and value of reflective practice. The project developed a framework and set of indicators to assess the quality of pre-service teachers’ reflective writing and provide targeted feedback to support their ability to reflect on classroom practice. The process of developing the framework highlights the value of collaborative coding and collegial discussion as methods for establishing common understanding and shared practice of reflective writing in teacher education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
