Epilogue

Abstract

Along with my increasing engagement in classroom research, I began viewing myself as a reflective practitioner willing to change if my new knowledge and reflections suggested that something was not going well. It is not clear to change and reflective practice go hand in hand, or if one precedes the other. For me, reflection has brought about a sea change in my understandings, views and practice. In the following paragraphs, I first offer a credo about reflective practice, and then a practical description for change in practice. By writing about my beliefs, I am not suggesting that other teachers will go through the same changes. Rather, I want to provide a concrete example of what reflective practice has done over a period of time.