Defenders and born again learners: teachers' reflection on practice at MA level

Abstract

The Open University's MA in Education programme attracts some 4000 students each year. We aim to foster critically reflective practitioners. However, some students find reflection on practice challenging. This paper explores a typology of weaker teacher response through two polarities: the ‘defender’ and the ‘born again learner’. I consider some contextual professional factors and revisit what constitutes appropriate reflection on practice at MA level