ABSTRACT
This chapter examines how reflective practice can be promoted and developed explicitly as a means of interrogating beliefs, culture, pedagogy and practice within the field of climate change education. A review of various theoretical perspectives on reflection is provided, as well as an overview of strategies and approaches which facilitate reflection. Reflective practice is viewed as a transformative approach to professional learning which creates opportunities for exploration, discussion and debate about the nature of professional learning and its relationship to personal and social change. In essence, reflective practice is about the processes through which we produce a shift in the way we see and make meaning of our personal and professional worlds and the nature of those changes.
Reflective practice is presented as a lens through which teachers and children can consider critically the dominant assumptions, values and beliefs which underpin modern society and how these are implicated in the current ecological crisis. The chapter highlights the importance of creating spaces where teachers and children can reflect critically on these dominant assumptions, their personal worldviews and relationships with the natural world.
