ABSTRACT
This chapter focuses on reflective practice. It reveals an approach that was designed, in part, to support groups of pre-service trainee teachers in their development as reflective practitioners. Many mainstream conceptions of reflection are referenced, which may provide the stimulus for students to pursue those approaches that resonate most with them as individuals. Pragmatically, this will inform their academic writing for their particular programme of study, though ideally it will inform their practice too. From the above base, the chapter proceeds to assimilate and then develop a modified conception of reflection, termed ‘flexion’, which builds substantially on a term identified (but not pursued) by Gillie Bolton. Taken as a whole, this chapter can also serve as a useful resource for teacher educators. They may choose to use it as a reading for their students, the basis for a class activity or as a refresher for themselves.
