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Teachers and Teaching
theory and practice
Volume 3, 1997 - Issue 1
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Original Articles

Impediments to Reflective Practice: toward a new agenda for research on teaching

Ardra L. Cole Department of Adult Education, The Ontario Institute for Studies in Education, Toronto, CanadaCorrespondence[email protected]
Pages 7-27 | Published online: 28 Jul 2006

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Mark A. Minott. (2023) Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module. Reflective Practice 24:6, pages 721-735.
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Blake Cutler, Rebecca Cooper, Andrew Greville, Linda Su, Caitriona Dempsey & Megan Lowe. (2023) Podcasting as a critical reflection tool for early-career teachers during emotional times. Technology, Pedagogy and Education 32:5, pages 639-652.
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Ulas Kayapinar & Ali Ata Alkhaldi. (2023) Reflective thinking in higher education: examining practices of higher education faculty. Reflective Practice 24:5, pages 575-590.
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Mark Minott. (2022) Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?. Reflective Practice 23:1, pages 81-87.
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Cara E. Furman. (2019) Descriptive inquiry: care of the principal self. Ethics and Education 14:3, pages 298-315.
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Cara E. Furman & Shannon M. Larsen. (2019) Interruptions: Reflecting-in-Action in Preservice Math Methods Courses. The New Educator 15:2, pages 101-115.
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Cynthia lim. (2019) Singaporean educarers’ reflections about their role and practices in the education and care of infants. Journal of Early Childhood Teacher Education 40:2, pages 74-95.
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Aaron S. Zimmerman. (2018) Cultivating Virtue in Teaching: The Role of the Personal, the Professional, and the Situational. The Educational Forum 82:1, pages 97-110.
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Fred Korthagen. (2017) Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching 23:4, pages 387-405.
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David Dillon. (2017) Straddling Teacher Candidates’ Two Worlds to Link Practice and Theory: A Self-Study of Successful and Unsuccessful Efforts. Studying Teacher Education 13:2, pages 145-164.
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Sally Baricaua Gutierez. (2016) Building a classroom-based professional learning community through lesson study: insights from elementary school science teachers. Professional Development in Education 42:5, pages 801-817.
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Chi-hung Clarence Ng. (2012) Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to the current educational reform in Hong Kong. Teaching Education 23:4, pages 387-410.
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Ian Cammack. (2012) Chinese whispers: my journey towards understanding and appreciating reflection. Reflective Practice 13:2, pages 209-222.
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Erik Blair. (2011) Balanced reflection as a means of practitioner development in the post‐compulsory education and training sector. Research in Post-Compulsory Education 16:2, pages 249-261.
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MarkA. Minott. (2011) Reflective teaching, critical literacy and the teacher's tasks in the critical literacy classroom. A confirmatory investigation. Reflective Practice 12:1, pages 73-85.
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Freema Elbaz‐Luwisch. (2010) Writing and professional learning: the uses of autobiography in graduate studies in education. Teachers and Teaching 16:3, pages 307-327.
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Marja‐Terttu Tryggvason. (2009) Why is Finnish teacher education successful? Some goals Finnish teacher educators have for their teaching. European Journal of Teacher Education 32:4, pages 369-382.
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Mieke Lunenberg & Fred Korthagen. (2009) Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching 15:2, pages 225-240.
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Birgitte Malm. (2009) Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching 35:1, pages 77-91.
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Manhong Lai & LeslieN. K. Lo. (2007) Teacher professionalism in educational reform: the experiences of Hong Kong and Shanghai. Compare: A Journal of Comparative and International Education 37:1, pages 53-68.
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Izhar Oplatka. (2005) Imposed school change and women teachers’ self-renewal: a new insight on successful implementation of changes in schools. School Leadership & Management 25:2, pages 171-190.
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DonnieM. MacLeod & AllanR. Cowieson. (2001) Discovering Credit Where Credit is Due: Using autobiographical writing as a tool for voicing growth. Teachers and Teaching 7:3, pages 239-256.
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Lea Smedley. (2001) Impediments to Partnership: A literature review of school‐university links. Teachers and Teaching 7:2, pages 189-209.
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Clare Kosnik. (2001) The Effects of an Inquiry-oriented Teacher Education Program on a Faculty Member: Some critical incidents and my journey. Reflective Practice 2:1, pages 65-80.
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Ruth Leitch & Christopher Day. (2000) Action research and reflective practice: towards a holistic view. Educational Action Research 8:1, pages 179-193.
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Paul Maharg. (1999) The culture of mnemosyne: Open‐book assessment and the theory and practice of legal education. International Journal of the Legal Profession 6:2, pages 219-239.
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Anne Moran, John Dallat & Lesley Abbott. (1999) Supporting newly-qualified teachers in post-primary schools in Northern Ireland: the role of the head of department. Journal of In-Service Education 25:2, pages 225-244.
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SUE CLEGG. (1999) Professional education, reflective practice and feminism. International Journal of Inclusive Education 3:2, pages 167-179.
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Mick Markham. (1999) Through the Looking Glass: Reflective Teaching Through a Lacanian Lens. Curriculum Inquiry 29:1, pages 55-76.
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Anne Moran, John Dallat & Lesley Abbott. (1999) Newly Qualified Teachers in Post-primary Schools in Northern Ireland: the support provided for their needs and their own vision for induction. European Journal of Teacher Education 22:2-3, pages 173-189.
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Kate Hawkey. (1998) Consultative Supervision and Mentor Development: an initial exploration and case study. Teachers and Teaching 4:2, pages 331-348.
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JulieM. Shaughnessy. (1998) Initial Preparation for Primary School Teaching: Becoming a Teacher. Early Child Development and Care 145:1, pages 81-117.
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Articles from other publishers (23)

Haleigh Machost & Marilyne Stains. (2023) Reflective Practices in Education: A Primer for Practitioners. CBE—Life Sciences Education 22:2.
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Zahid NazZahid Naz. 2023. Politics of Quality Improvement in English Further Education. Politics of Quality Improvement in English Further Education 19 58 .
Cara E. Furman & Cecelia E. Traugh. (2022) To Ask Questions of the Universe: Confronting Habitus for Racial Equity with Descriptive Inquiry. Studies in Philosophy and Education 41:3, pages 307-323.
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Cara E. Furman. (2019) Interruptions: Cultivating Truth-Telling as Resistance with Pre-service Teachers. Studies in Philosophy and Education 39:1, pages 1-17.
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Kayapinar Ulas. (2018) Reflection in language teaching: A comparison between preservice and experienced teachers of English. Educational Research and Reviews 13:23, pages 754-763.
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Eline Vanassche, Elien Peeters, Ann Deketelaere & Geert Kelchtermans. 2018. Teaching, Learning, and Enacting of Self-Study Methodology. Teaching, Learning, and Enacting of Self-Study Methodology 215 228 .
Marina Harvey, Michaela Baker, Anne-Louise Semple, Kate Lloyd, Kathryn McLachlan, Greg Walkerden & Vanessa Fredericks. 2017. Learning Through Community Engagement. Learning Through Community Engagement 171 184 .
Yaman Saziye. (2016) A study on reflection as a source of teacher development: Pre-service and experienced teachers. Educational Research and Reviews 11:7, pages 437-448.
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Phil Hiver & Zoltán Dörnyei. (2015) Language Teacher Immunity: A Double-Edged Sword. Applied Linguistics, pages amv034.
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Fred A. J. Korthagen. 2014. International Teacher Education: Promising Pedagogies (Part A). International Teacher Education: Promising Pedagogies (Part A) 73 89 .
Lew Moi Mooi & Ong Siow Kim. (2013) A Fundamental Partnership: Outcomes and Issues of the MAEPA School-based Experience. Procedia - Social and Behavioral Sciences 93, pages 83-89.
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Janet Smith. (2012) Measuring the impact of the Circle of Trust® approach. New Directions for Teaching and Learning 2012:130, pages 101-111.
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F.A.J. Korthagen. 2010. International Encyclopedia of Education. International Encyclopedia of Education 669 675 .
Ken Zeichner & Katrina Yan Liu. 2010. Handbook of Reflection and Reflective Inquiry. Handbook of Reflection and Reflective Inquiry 67 84 .
Fred Korthagen, John Loughran & Tom Russell. (2006) Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education 22:8, pages 1020-1041.
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Anke Tigchelaar & Fred Korthagen. (2004) Deepening the exchange of student teaching experiences: implications for the pedagogy of teacher education of recent insights into teacher behaviour. Teaching and Teacher Education 20:7, pages 665-679.
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Carrie Birmingham. (2016) Phronesis. Journal of Teacher Education 55:4, pages 313-324.
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Jennifer Sumsion. (2003) Rereading metaphors as cultural texts: A case study of early childhood teacher attrition. The Australian Educational Researcher 30:3, pages 67-87.
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Jennifer Sumsion. (2002) Becoming, being and unbecoming an early childhood educator: a phenomenological case study of teacher attrition. Teaching and Teacher Education 18:7, pages 869-885.
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Christopher F. Day. (2001) Développement professionnel et pratique réflexive : finalités, processus et partenariats. Carrefours de l'éducation n° 12:2, pages 40-54.
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Danielle Zay. (2001) Penser le jeu interactif entre réflexion-pratique-partenariat. Carrefours de l'éducation n° 12:2, pages 12-38.
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Keith Humphreys & Ziva Susak. (2016) Learning How to Fish. Research in Education 64:1, pages 78-90.
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John Kullman. (1998) Mentoring and the development of reflective practice: concepts and context. System 26:4, pages 471-484.
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