Dr Robyn Brandenburg is a teacher educator. Over the past decade, she has successfully researched, redesigned and coordinated mathematics and professional experience courses in the Bachelor of Education program. Her learning and teaching philosophy is based on placing pre-service teacher experience at the core of learning to teach with a key focus on identifying and challenging learner and teacher assumptions about pedagogy. Reflection, feedback and evaluation are integral practices in each of her courses.

Preface: Making Reflective Practice in Education Real

1. Why and what is Reflective Practice in Education made Real?

2. Reflective Practice, Feedback and Teaching: Literature

3. Tools and Strategies for Reflecting on Teaching Practice

4. Feedback on Feedback

5. Student-Teacher Partner Teaching: Learning from Peers

6. Critical Classroom Conversations: Learning Together

7. Analysis of Feedback designed by Student Teachers for School Students: Listening to Unheard Voices

8. Aboriginal and Indigenous Reflective Practices: Telling the story of learning through analysis of painting, conversation and culturally safe practice

9. Reflecting with Health Professionals: Process, Strategies and Impact

10. Teachers, Teacher Educators, Student Teachers and School Students Reflecting on Learning Together: Talking about our Thinking

11. Using Reflection in Teaching: A Graduate teacher's Voice and Experience

12. How and why must Reflection and Feedback in Teaching be made "Real"?