ABSTRACT
This chapter examines the ways a set of principles for reflective practice pedagogies was designed and used to facilitate the development of reflective capacities in preservice teachers and social workers across five tertiary institutions. Specifically, it shares findings from one setting – the University of Wollongong – where online modules were made available as professional development for undergraduate preservice teachers alongside optional workshops (facilitated by the authors of this chapter). The online modules were designed in response to the findings from Phase 1 – interviews with practitioners and academics with expertise in reflective practice and a review of reflective practice literature (presented in Chapter 3). Analysis of the design of the professional development experiences revealed strengths and limitations in the ways the principles were implemented, and recommendations made for future design, particularly for the development of critical reflection, and of reflection for action.
