ABSTRACT
This chapter highlights the fact that once practitioners complete a pre-or in-service teacher education programme, they need to find an alternative means of sustaining reflection and professional development, given that, potentially at least, reflection is a career-long practice. It considers what can be achieved by individuals working alone, as part of a professional group or by using technology to interact in a wider community of practice. For many teachers, the notion of doing reflection might be seen as another demand on their time, or yet another yardstick to measure their performance and evaluate practice. While this sentiment is certainly understandable (and, indeed, is probably one of the main reasons why reflective practice (RP) is not more widespread beyond the confines of a course), the counter argument is that RP can easily be embedded in the everyday professional practices which underpin teaching and classroom life.
