Loreta Zavadskienė, Remigijus Bubnys


As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice.



experiential learning; pre-service teachers; reflective practice; teacher educators’ roles; university

Full Text:



Barnett, R. (1992). Improving Higher Education. Buckingham: SRHE/Open University Press.

Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Buckingham: SRHE & Open University Press.

Cavanagh, M., & Prescott, A. (2010). The growth of reflective practice among three beginning secondary mathematics teachers. Asia-Pacific Journal of Teacher Education, 38, 147–159.

Collin, S., Karsenti, T., & Komis, V. (2013). Reflective practice in initial teacher training: critiques and perspectives. Reflective Practice: International and Multidisciplinary Perspectives, 14:1, 104-117.

Dewey, J. (1933). How we Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: DC Heath and Company.

Dewey, J. (1938). Experience & Education. New York, NY: Kappa Delta Pi.

Elliott-Johns, S. (2014). Working towards meaningful reflection in teacher education as professional learning. LEARNing Landscapes, 8(1),169–186.

Grushka, K., Hinde-McLeod, J., & Reynolds, R. (2005). Reflecting upon reflection: theory and practice in one Australian university teacher education program. Reflective Practice, 6(1), 239-246.

Jay, J., & Johnson, K. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Korthagen, F.,&Vasalos, A. (2005).Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching:Theory and Practice, 11 (1), 47-71.

Lane, R., McMaster, H., Adnum, J., & Cavanagh, M. (2014). Quality reflective practice in teacher education: a journey towards shared understanding, Reflective Practice, 15:4, 481-494, DOI: 10.1080/14623943.2014.900022

Larrivee, B. (2008). Development of a Tool to Assess Teachers’ Level of Reflective Practice. Reflective Practice, 9, 341- 360.

Lee, H. J. (2000). The nature of changes in reflective thinking in preservice mathematics teachers engaged in student teaching field experience in Korea. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA, April, 24-28.

Moon, J., A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge-Falmer.

Ostorga, A.N. (2008). Developing Teachers Who Are Reflective Practitioners: A Complex Process. Issues in Teacher Education, 15(2), 5-20.

Ryan, M., & Ryan, M. (2012). Theorising a model for teaching and assessing reflective learning in higher education, Higher Education Research & Development, 32(2), 244 – 257.

Rodgers, C., & LaBoskey, V. K. (2016). Reflective practice. In J. Loughran & M.L. Hamilton (Eds.), International handbook of teacher education (pp. 71-104). DOI 10.1007/978-981-10-0369-1_3.

Schon, D. (1983). The Reflective Practitioner: how professionals think in action. New York, NY: Basic Books.

Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.

Thorsen, C., & DeVore, S. (2012). Analyzing Reflection On/For Action: A New Approach. Reflective Practice: International and Multidisciplinary Perspectives, 1-16. doi:10.1080/14623943.2012.732948.



  • There are currently no refbacks.