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Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.
O’Flaherty et al. (Sun,) studied this question.