Conceptualising Reflection In Teacher Development

James Calderhead is Professor of Education in the School of Education, University of Bath. He was a teacher in primary and secondary schools 1972-79 and was then appointed Lecturer in Educational Research at the University of Lancaster until 1989. He is the author and editor of a number of books including Teachers' Classroom Decision-Making and Exploring Teachers' Thinking (Cassell) and Teachers' Professional Learning (Palmer). He is European editor of the Journal of Curriculum Studies.Peter Gates is Lecturer in Education in the School of Education, University of Bath. He taught mathematics in secondary schools from 1975, before taking up the post of Mathematics Advisory Teacher in Mozambique in 1978. From 1988-90 he was Lecturer in Educational Studies at The Open University. He is an Executive Committee member of the British Society for Research into Leaming Mathematics.

• Introduction 1 Reflective Teacher Education Programs: An Analysis of Case Studies 2 A Conceptual Framework for Reflection in Preservice Teacher Education 3 Theory, Theorizing and Reflection in Initial Teacher Education 4 Eliciting Student Teachers’ Personal Theories 5 Life-History Accounts as Mirrors: A Practical Avenue for the Conceptualization of Reflection in Teacher Education 6 Tutors’ Professional Knowledge of Supervision and the Implications for Supervision Practice 7 Changes in Beliefs about Learners among Participants in Eleven Teacher Education Programs 8 Critical Attributes of a Reflective Teacher: Is Agreement Possible? 9 Supporting Reflection in Teachers’ Learning