References
Atkins, S. and Murphy, K. (1993) ‘Reflection: a review of the literature’, Journal of Advanced Nursing, vol. 18, pp. 1188–92.
Cartwright, L. (2011) ‘How consciously reflective are you?’, in McGregor, D. and Cartwright, L. Developing Reflective Practice: A Guide for Beginning Teachers, Open University Press.
Dewey, J. (1910) How We Think, Boston, D.C. Heath.
Dye, V. (2011) ‘Reflection, reflection, reflection. I’m thinking all the time, why do I need a theory or model of reflection?’, in McGregor, D. and Cartwright, L. Developing Reflective Practice: A Guide for Beginning Teachers, Open University Press.
Finlay, L. (2008) ‘Reflecting on reflective practice’, PBPL CETL, Open University, [Online] Available at http://www.open.ac.uk/ opencetl/ resources/ pbpl-resources/ finlay-l-2008-reflecting-reflective-practice-pbpl-paper-52 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (Accessed 2 January 2012).
Hobson, A. (2002) ‘Student teachers’ perceptions of school-based mentoring in initial teacher training (ITT)’, Mentoring and Tutoring: Partnership in Learning, vol. 10, no. 1, pp. 5–20.
Ixer, G. (1999) ‘There’s no such thing as reflection’, British Journal of Social Work, vol. 29, no. 4, pp. 513–27.
Jones, M. and Straker, K. (2006) ‘What informs mentors’ practice when working with trainees and newly qualified teachers? An investigation into mentors’ professional knowledge base’, Journal of Education for Teaching, vol. 32, no. 2, pp. 165–84.
Kistner, S. et al., (2010) ‘Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance’, Metacognition Learning, vol. 5, pp. 157–71.
Kuhn, D. (2000) ‘Metacognitive development’, Current Directions in Psychological Science, vol. 9, no. 5, pp. 178–81.
Lunenberg, M. and Korthagen, F. (2009) ‘Experience, theory and practice wisdom in teaching and teacher education’, Teachers and Teaching, vol. 15, no. 2, pp. 225–40.
McGregor, D. and Cartwright, L. (2011) Developing Reflective Practice: A Guide for Beginning Teachers, Open University Press.
Mezirow, J. (2000) ‘Learning to think like an adult: core concepts of transformation theory’, in Mezirow, J. and Associates (eds) Learning as Transformation, San Francisco, Jossey-Bass, pp. 3–34.
Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action, London, TempleSmith.
Veenman, M. et al., (2006) ‘Metacognition and learning: conceptual and methodological considerations’, Metacognition Learning, vol. 1, pp. 3–14.