ABSTRACT
Good teachers are not born; rather, they are fashioned over time. This occurs via a process that begins with wanting to learn more in order to become a better teacher, and then being perseverant, regularly trying and evaluating new ways of doing things, and being open to feedback from others for improvement. The process requires understanding what, why and how we do things so that we can connect better with learners and provide them with high quality learning experiences that will facilitate their learning. It also requires being able to challenge and question one’s own attitudes, values, assumptions and prejudices and understanding how they might be influencing one’s own actions. This chapter begins by briefly defining reflective and reflexive practice. Insights are provided on how to ensure that reflection as a process can be optimised, followed by an outline of a selection of theories and models of reflective practice, which subsequently and gradually evolve towards reflexivity. The concluding section offers suggestions for continuing professional development through understanding what the expectations for teacher development are and offers suggestions of ways in which teachers can keep themselves up-to-date with the latest developments in theory and practice and their specific community of practice.
