Re-Form-ing Reflection (and Action) in English Education

Addresses theoretical underpinning of using genre reflections with student teachers. Shares examples of the student teachers’ work to illustrate types of reflection (and action) the multi-genre writing over a year and a half facilitated. Concludes genre reflections alone are not sufficiently grounded in classroom practice, and that tangible teacher change is better facilitated by combining genre reflections with action research.