The Promotion of Reflective Practice in European Teacher Education: Conceptions, purposes and actions

Abstract

An investigation Into the conceptualisation and use of reflective practice in Initial (ITE) and In-service teacher education INSET) organisations in Europe revealed a complex and wide ranging pattern of responses. Despite this there were many points of contact in evidence, Including similarities in methods of teaching, the lack of a generic and explicit curriculum for reflective practice and the tendency towards a more formal approach in INSET as opposed to ITE. in addition countries outside the United Kingdom would appear to be much less Inhibited in the promotion of reflective practice as a ‘liberating’ force in ITE. However, the overall conclusion to the Investigation recognises the strong basis already in existence for furthering the promotion of reflective practice throughout Europe in both Initial teacher education and the continuing professional development of teachers. © 1999 Pedagogy, Culture and Society.