This is, of course, not necessarily the case. Experience itself is not enough. Teachers – like children – learn by making sense of experience. And reflective practice can help in this process. Reflection offers educators the opportunity to question, refresh and enliven what they do, to avoid becoming stale and static. But how does one capture reflections? And what is needed to go beyond the cosmetic, surface level – to see what lies beyond the mirror? This second article in the three-part series considers these questions.
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