ABSTRACT
We have seen that a critical reflection on practice may bring about significant transformations in individual and community practices, both on personal and professional levels. I now want to consider some implications for our educational systems if we (a) accept the need for a paradigm of on-going critical reflection on practice, that is, research-based approaches to teacher education, and (b) acknowledge the fact that, once we do fully accept this paradigm, we will critically set about changing our educational systems, that is, we will not only work intentionally to change our practices, but aim also intentionally to change ourselves.
