Reflective Teaching and Preservice Teacher Education in the Netherlands

Abstract

Development of an inquiry orientation among teachers is a common goal of preservice and inservice programs. In this article the author describes a teacher education program designed to promote a reflective perspective toward teaching. Theoretical underpinnings are briefly noted; program steps are described; and program feedback re sults are summarized. Implications for teacher education programming are then drawn.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 214 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.