Research on Teachers’ Thinking: its contribution to educating student teachers to think critically

Abstract

A substantial body of published research has investigated teacher thinking and it claims to be relevant for teacher‐educators who wish to foster student teachers’ critical reflection. Basic issues concerning this research are examined critically, with particular reference to its value for teacher‐educators. In the light of this assessment, proposals are made as to how teacher‐educators may ensure that student teachers become reflective practitioners.

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