Constructing and critiquing reflective practice

Abstract

This article explores two key aspects of the process of making use of research and evidence to inform teaching and help to raise standards of Attainment: The need for knowledge and skills derived from research and evidence to be internalised for effective use in classroom settings; the influence of academic traditions of research upon the use of research and evidence in reflective practice. It also considers the question of whether teachers need to engage in action research or, indeed, any form of research, to learn from it in sufficient depth to use it to improve teaching and learning. © 1999 Taylor & Francis Group, LLC.