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Abstract
Since it provides the opportunity for the reexamination of deeply ingrained and occasionally even challenging-to-express prior beliefs, the development of reflection as a component of complex metacognitive awareness has an indispensable position in teacher education (e.g. Richards and Lockhart, 1994; Spilková, 2007; Gough, 2007; Pollard and Collins, 2008). While there are a variety of opinions regarding the precise definition of reflective practice (Walsh and Mann, 2015) and how it should be applied, with variations likely to occur in how reflection is incorporated into teacher preparation programs, all of these approaches recognize the same thing.
The foundation for creating a teaching identity and fostering the ongoing desire for professional development is reflection (Marzano, et al., 2012).
References
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