ABSTRACT
In this chapter, the authors explore the nuances of reflection and reflective inquiry. More than 100 years ago educational philosopher and psychologist John Dewey argued that reflection was an essential element of the teaching process. To utilize the Gradual Release of Responsibility as a framework for developing reflection, teacher educators and professional developers first provide very specific, sometimes even directive frameworks for reflecting. The Analysis that happens during reflection-in-practice and on-practice can lead to Experimentation with adaptations to instruction, both in the moment and when planning for future instruction that provide the necessary support, or scaffolding, for learning to occur. All the elements of the reflective process are anchored in the idea of scaffolding instruction by noticing and responding to students' learning needs. Learning to take intelligent action and then review the outcomes of the action form the fourth part of reflective inquiry.
