© 2017

Reflective Theory and Practice in Teacher Education

  • Robyn Brandenburg
  • Kathryn Glasswell
  • Mellita Jones
  • Josephine Ryan


  • Offers a critical analysis of reflective practice as a key professional attribute of teachers

  • Presents cutting-edge critiques of taken-for-granted educational practice from the viewpoint of often marginalised groups

  • Provides evidence-supported models of reflective practice for a range of teacher education settings, including the online space

  • Highlights methodological questions involved in reflective practice research


Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 17)

Table of contents

  1. Front Matter
    Pages i-xxv
  2. Big Picture Perspectives on Reflective Practice

  3. Enacting Reflective Practice with Teacher Learners

    1. Front Matter
      Pages 101-101
    2. Erica Bowers, Barbara Laster, Debra Gurvitz, Tammy Ryan, Jeanne Cobb, JoAnne Vazzano
      Pages 141-160
  4. Enacting Reflection in Teacher Educator Practice

    1. Front Matter
      Pages 177-177
    2. Robyn Brandenburg, Sharon McDonough
      Pages 223-236
    3. Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir
      Pages 237-255
  5. Conclusion

    1. Front Matter
      Pages 257-257
    2. Robyn Brandenburg, Mellita Jones
      Pages 259-273
  6. Back Matter
    Pages 275-284

About this book


This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.


Reflective practice core reflection course completion critical reflective practice feminist perspectives mentoring framework practicum requirements pre-service teachers qualitative research techniques reflection in teacher education retention rates self-reflexivity stories of teaching teacher education teacher strategies teaching practicum video reflection

Editors and affiliations

  • Robyn Brandenburg
    • 1
  • Kathryn Glasswell
    • 2
  • Mellita Jones
    • 3
  • Josephine Ryan
    • 4
  1. 1.Federation University AustraliaBallaratAustralia
  2. 2.California State University FullertonFullertonUSA
  3. 3.Australian Catholic UniversityBallaratAustralia
  4. 4.Australian Catholic UniversityMelbourneAustralia

About the editors

Associate Professor Robyn Brandenburg is a teacher-educator in the Faculty of Education and Arts at Federation University Australia, where she has taught Mathematics Education and Professional Experience for 15 years. Her research, based on self-study methodology, has focused on developing ‘Better Pedagogies’ in tertiary education, particularly the role of reflective practice and student feedback in enhancing teaching quality. 

Associate Professor Kath Glasswell works in Reading and Literacy Education at California State University, Fullerton, USA. Her research focuses on teacher learning and reflective practice for improving literacy outcomes in low socio-economic, culturally and linguistically diverse schools. She has extensive experience in successfully building school-university partnerships for knowledge generation in Australia, New Zealand and the United States.

Dr Mellita Jones is the Deputy Head of Education Victoria and science educator at the Ballarat campus of Australian Catholic University. Her research has investigated school-university partnerships, especially in science, reflective practice and authentic use of technology for personalising learning. Her interest in teacher education in the Pacific region has led to significant involvement with the Solomon Islands and the production of teacher education units for UNESCO’s Pacific region teacher education program.

Dr Josephine Ryan is Senior Lecturer in English/Literacy Education at Australian Catholic University, Melbourne campus. Her research has focused on literacy in the digital age and understanding successful teacher education, especially the significance of school partnerships and technology to enhance professional knowledge. In 2014, with Mellita Jones, she published Successful Teacher Education: Partnerships, reflective practice and the place of technology (Sense).

Bibliographic information

  • Book Title Reflective Theory and Practice in Teacher Education
  • Editors Robyn Brandenburg
    Kathryn Glasswell
    Mellita Jones
    Josephine Ryan
  • Series Title Self-Study of Teaching and Teacher Education Practices
  • Series Abbreviated Title Self Study of Teaching
  • DOI
  • Copyright Information Springer Nature Singapore Pte Ltd. 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-981-10-3429-9
  • Softcover ISBN 978-981-10-9872-7
  • eBook ISBN 978-981-10-3431-2
  • Series ISSN 1875-3620
  • Series E-ISSN 2215-1850
  • Edition Number 1
  • Number of Pages XXV, 284
  • Number of Illustrations 8 b/w illustrations, 0 illustrations in colour
  • Topics Teaching and Teacher Education
    Professional & Vocational Education
    Early Childhood Education
  • Buy this book on publisher's site