Teachers' critical reflectivity developed through training

Title: Teachers’ critical reflectivity developed through trainingTeacher journals written in teacher education programmes are usually required to be as reflective as possible. However, seldom is guidance given as to what is meant by ‘reflective’ and how to be critically reflective. Ho and Richards (1993) have developed two frameworks for measuring critical reflectivity. This study attempts to put these frameworks into practice. It investigates whether the in-service teachers in a university teacher education programme became critically reflective after being trained to reflect within these frameworks and whether the teachers’ patterns of reflection changed over time. Results indicate that all teacher journals evidenced some traits of critical reflectivity after training and that most teachers developed their own patterns of reflection which seldom changed over time. Implications will be discussed.