ABSTRACT
In the last decade, the slogans of ‘reflective teaching’, ‘action research’, ‘researchbased’ and ‘inquiry-oriented’ teacher education have been embraced by both teacher educators and educational researchers throughout the world.1 On the one hand, teacher educators who represent a variety of conceptual and ideological orientations to schooling and teacher education, have, under the umbrella of reflective practice, tried to prepare teachers who are more thoughtful and analytic about their work in some fashion. On the other hand, educational researchers, including researchers identified with the research on teacher-thinking movement, have attempted to document and describe the processes of teacher reflection and associated actions, and the relationship between these processes and teacher development (e.g., La Boskey, 1990; Russell and Munby, 1991). Other researchers have focused on studying the social and individual conditions which influence the reflections of teachers (e.g., Ashcroft and Griffiths, 1989; Erickson and Mackinnon, 1991; Grimmett and Crehan, 1990; Wubbels and Korthagen, 1990; Richert, 1990).
