ABSTRACT
Reflection has come to be widely recognized as a crucial element in the professional growth of teachers. Terms such as ‘reflective teaching’, ‘inquiryoriented teacher education’, ‘teacher as researcher’ and ‘reflective practitioner’ have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education, and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have rarely been subjected to detailed scrutiny.
