This text presents a research study into the development of
reflective practitioners in a pre-service teacher education
programme. The teacher educator in the study modelled his own
reflections on practice in the hope that it would help students to
apply reflection to their own teaching.; The results of the
author's research demonstrate that reflection on practice occurs in
three distinct periods: before anticipatory, during contemporaneous
and after retrospective a pedagogical experience. The book
concludes that when student teachers' own learning situations, both
within their university coursework and their school experiences,
become the focus for their learning about teaching and learning,
their understanding of, and practice in, teaching is enhanced.
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