Abstract
- Reflective practice is receiving increased attention in the field of teacher education. This study used both quantitative and qualitative methods to examine reflective practice of preservice teachers, inservice teachers and teacher educators. Using Schon’s in, on and for conceptual framework, this research addressed issues regarding the absence of a shared definition of reflection and made visible current practices in the field. Specifically, this study addresses the following questions: Is there a disconnect between what practicing teachers do, faculty require, and students perceive as reflective practice? What types and methods of reflection do practicing and preservice teachers use and perceive as the most effective? And, do collective conversations about a student’s teaching experience help to improve reflection in, on and for practice? The results from this study suggest that preservice teachers can benefit from a more explicitly defined framework for reflective practice.