School contexts that encourage reflection: Teacher perceptions

Mary Lou Veal, Renee Clift, Patricia Holland

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by “reflection,” which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each school that facilitated collaborative work. These data and the analysis were used to increase collaborative leadership in schools and to continue research into that type of leadership.

Original languageEnglish (US)
Pages (from-to)315-333
Number of pages19
JournalInternational Journal of Qualitative Studies in Education
Issue number4
StatePublished - 1989

ASJC Scopus subject areas

  • Education


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