Articulating and connecting frameworks of reflective practice and leadership: perspectives from ‘fast track’ trainee teachers¹

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.

Abstract

This paper considers the relationship between reflection and leadership, and applies this within a DfES initiative for the training and education of new teachers in England. Drawing on familiar constructs around reflection and leadership, the paper probes the ‘fast track’ scheme within initial teacher training and education (ITT), the main purpose of which is to provide an ITT experience which develops education leaders for the future. It asserts that the core components of reflection and leadership are values and relationships.

Notes

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.