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SUMMARY Teacher education is faced with a twofold aim: promoting reflection and developing adequate teaching competencies. A framework is described for integrating these two aims in teacher education programmes. A spiral model for reflection, standard reflection questions and a method for structuring logbooks are introduced, all aiming at developing a competency for self-directed professional growth with regard to the teacher's interpersonal behaviour in the classroom. An example from a student teacher logbook illustrates the effect of the described approach. Helpful teacher educator interventions are analysed, as well as the question how to deal with students who are less inclined to reflect.
Fred Korthagen (Fri,) studied this question.