Los puntos clave no están disponibles para este artículo en este momento.
Abstract This article reviews the theories and described practices which emerge from recent literature on reflective teacher education. The author argues that underlying the apparent consensus suggested by widespread use of the phrase reflective practice, lies a diversity of meanings and intentions. Current usages are distinguished and placed in social and historical contexts in order to lend clarity to the embedded assumptions which underly these usages.
Susan Adler (Tue,) studied this question.