Meeting the Challenge of Preparing Reflective Practitioners

Abstract

Preparing teachers to be reflective practitioners is the goal embraced by most teacher education programs. Reflective practitioners infuse personal beliefs and values into a professional identity, resulting in the development of a deliberate code of conduct. They challenge assumptions and expectations that may limit their potential for tolerance and acceptance, vital tools for thriving in today's diverse classrooms.

This article discusses the need to prepare reflective practitioners and the essential attributes required. Additionally, the article reviews the research on creating a learning climate conducive to facilitating the development of teachers as reflective practitioners.