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.

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