Articulating and connecting frameworks of reflective practice and leadership: perspectives from ‘fast track’ trainee teachersFootnote¹
1. We have chosen to use the term ‘trainee’ throughout this paper, as it is currently ‘accepted’ in England and Wales as a term of reference for students in initial teacher education. It is our firm belief, however, that no matter what terminology is applied, teacher education at any level is very far from a crude training process and that the honing of reflective skills is fundamental to professional development in teaching.

Paul Warwick University of Cambridge, UKCorrespondence[email protected]

Sue Swaffield University of Cambridge, UK

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Maria Vrikki, Paul Warwick & Kari Anne Rødnes. (2021) Developing a frame for action with digital technology through extending teacher noticing. Teacher Development 25:4, pages 393-410.
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SarieJ. Berkhout, Jan Heystek & VusiS. Mncube. (2010) Imagining the shaping of reflective deliberative education leaders: The devil is in the detail. Africa Education Review 7:1, pages 51-67.
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Gary E. Day & Sandra G. LeggatLorraine Venturato. 2019. Leading and Managing Health Services. Leading and Managing Health Services 90 102 .

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