ABSTRACT
Reflective practice in teaching and learning is considered to be one of the most effective means through which personal and professional development occurs. An increasing literature base links the quality of professionals in training with their capacity to reflect critically, accurately and constructively on their practice. This chapter explores how such reflection allows teachers to constantly react to and review their experiences in order to reformulate their practice. We use ideas contained in the Discipline of Noticing to exemplify how reflective practice can be utilised to improve practice and draw on our research evidence from pre-service and experienced teachers who reflect on how professional development experiences have impacted on their practice of teaching and on their students' learning.
