Becoming Reflective Professionals: An Exploration of Preservice Teacher's Struggles as They Translate Language and Literacy Theory into Practice

Abstract

Abstract Becoming a reflective practitioner has much in common with the process of becoming “real” as the Skin Horse explained it to the Rabbit in the children's story, The Velveteen Rabbit. Just as becoming “real” takes time, and happens after a toy has lost its hair and become shabby, so becoming a truly reflective teacher involves time, experience and, inevitably, a bit of wear around the edges (Brubacher, Case & Reagan, 1994, p.25).