Professional Development and Reflective Practice: purposes, processes and partnerships

At the heart of adult learning lies reflection, a much used but rarely defined term in the worlds of educationists. The purpose of this article is to examine its limitations and possIbilities for learning and change. in doing so, it discusses the choices with which teachers are confronted concerning its purposes and processes and argues that if it is to be successful it is essential from time to time for them to engage in partnerships with colleagues from Inside or outside the school as a means of confrontation of thinking and practice which is Itself a necessary process if the outcome of reflection is the possibility of change.