Key points are not available for this paper at this time.
Abstract The aim of the present study was to establish whether a program designed primarily to promote reflective teaching among prospective teachers does produce teachers who differ from teachers educated in a more traditional subject‐matter‐oriented program. We carried out an investigation into whether graduates of the ‘reflective program’ have a more reflective attitude, better interpersonal relationships with students or a more adequate perception of those relationships, or show a greater inclination towards innovation and a higher level of job satisfaction.
Wubbels et al. (Mon,) studied this question.