This paper reports research investigating the experiences of teacher learners carrying out reflective writing.

The report follows an action research sequence that was directed at improving teachers' experiences of reflection, while increasing the likelihood they would produce authentic, personally meaningful accounts. Our intervention included a task and task evaluation scheme that encouraged teachers to take part in a complete reflective cycle, while providing them with options to engage more tentatively or fully with stages according to their perceived relevance. While the intervention was successful in terms of our aims, it highlighted the challenge that reflective activity can present to new teachers.

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