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.

Section 1: Big Picture Perspectives on Reflective Practice.- Chapter 1 Reflective Practice in Teacher Professional Standards: Reflection as Mandatory Practice.- Chapter 2 Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education.- Chapter 3 Let's Stay in the Swamp: Poststructural Feminist Reflective Practice.- Chapter 4 Reflective Practice: Ancient Wisdom and Practice - Australian Indigenous Reflections in Teacher Education Shared Storying.- Chapter 5 Critically Reflecting on Masculinity in Teacher Education through Narrative Self-Study.- Section 2: Enacting Reflective Practice with Teacher Learners.- Chapter 6 How do I know what I think I know? Teaching Reflection to Improve Practice.- Chapter 7 Using Reflective Practice to Foster Confidence and Competence to Teach Literacy in Primary Schools.- Chapter 8 Using Video for Teacher Reflection: Reading Clinics in Action.- Chapter 9 Practicing Social Justice: Towards a Practice-Based Approach to Learning to Teach for Social Justice.- Section 3: Enacting Reflection in Teacher Educator Practice.- Chapter 10 Improving a School-Based Science Education Task using Critical Reflective Practice.- Chapter 11 The Online Space: Developing Strong Pedagogy for Online Reflective Practice.- Chapter 12 Using Critical incidents to reflect on Teacher Educator Practice.- Chapter 13 Collaborative Supervision: Using Core Reflection to Understand our Supervision of Master's Projects.- Section 4: Conclusion.- Chapter 14 Towards Transformative Reflective Practice in Teacher Education.

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 Ballaratcampus 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).