This chapter analyzes one teacher educator’s development of a pedagogy of reflection over a period of 25 years. My personal interpretation of the meaning of reflective practice leads to seven principles of a pedagogy of reflection that focus on relationship, listening, metacognition, modeling, and learning from experience. Justification of my pedagogy of reflection includes an account of books that influenced my development as a teacher educator and the insights gained from living and teaching in a different culture. Excerpts from and discussion of the work of two preservice teachers illustrate my pedagogy of reflection and emphasize the importance of replying supportively to each individual who shows awareness of the unique learning process involved in becoming a teacher. The research methodology of Self-Study of Teacher Education Practices supported the development of my pedagogy of reflection and helped me to overcome the conditions that can constrain that development.
A special thank you is extended to Ryan Willock for carefully reading several drafts of this chapter and for his excellent suggestions for clarification and elaboration of important points.
Russell, T. (2014), "One Teacher Educator’s Career-Long Development of a Pedagogy of Reflection", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 55-72. https://doi.org/10.1108/S1479-368720140000022006
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