ABSTRACT
Reflection-on-practice is an expression of a ‘desire to think again’ (Clandinin and Connelly 1995). Reflection is thinking again about teaching and learning. Some of the important attributes of this process are neatly summarized by Benita, a Canadian student teacher who wrote the following in her professional learning portfolio:
I see myself as a reflective practitioner. I am a person who wonders and questions. I think about daily happenings in my classroom: what is going on with my students, how I am making sense of being a teacher, and how I am figuring out the curriculum.
