{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,12]],"date-time":"2026-03-12T17:50:02Z","timestamp":1773337802502,"version":"3.50.1"},"reference-count":34,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2013,1,2]],"date-time":"2013-01-02T00:00:00Z","timestamp":1357084800000},"content-version":"vor","delay-in-days":7275,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["British Educational Res J"],"published-print":{"date-parts":[[1993,2]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p><jats:italic>Few discussions on professional development occur without some reference to the central role that reflection plays in the learning life of the teacher. It is the<\/jats:italic> sine qua non <jats:italic>of the \u2018teacher\u2010researcher\u2019, \u2018action research\u2019 and \u2018reflective practitioner\u2019 movements. During the last 20 years there has been a growing body of literature and practices which has sought to identify different levels of reflection in which involvement is essential, it is claimed, for the maximising of teacher growth. Yet much of this has failed to consider the need for reflection to be accompanied by confrontation if development is to occur, and alongside this, the negative and positive roles that organisational culture may play in the provision for different kinds and levels of reflection and confrontation. Two key issues are addressed in this paper. The first relates to our understanding and use of reflection<\/jats:italic>\u2014<jats:italic>an essential part of the learning process; and the second, to the need for partnerships and coalitions within collaborative organisational cultures which are necessary to support opportunities for the different kinds of reflection so necessary to learning, and thus contribute to the development of individual professional learning cultures in the 1990s<\/jats:italic>.<\/jats:p>","DOI":"10.1080\/0141192930190107","type":"journal-article","created":{"date-parts":[[2007,6,25]],"date-time":"2007-06-25T03:48:35Z","timestamp":1182743315000},"page":"83-93","source":"Crossref","is-referenced-by-count":206,"title":["Reflection: a necessary but not sufficient condition for professional development"],"prefix":"10.1002","volume":"19","author":[{"given":"Christopher","family":"Day","sequence":"first","affiliation":[]}],"member":"311","published-online":{"date-parts":[[2013,1,2]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/0305764890190104"},{"key":"e_1_2_1_3_1","volume-title":"Theory in Practice: increasing professional effectiveness","author":"Argyris C.","year":"1974"},{"key":"e_1_2_1_4_1","volume-title":"Becoming Critical: knowing through action research","author":"Carr W.","year":"1986"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/03626784.1989.11075320"},{"key":"e_1_2_1_6_1","unstructured":"Copeland W. D. Birmingham C de laCruz E.andRecht B.The reflective practitioner in teaching: toward a research agenda. paper presented to 1991 Conference of the American Educational Research Association. April 3\u201071991 Chicago."},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/0141192850110206"},{"key":"e_1_2_1_8_1","first-page":"152","volume-title":"Issues in Educational Research","author":"Ebbutt D.","year":"1985"},{"key":"e_1_2_1_9_1","volume-title":"The Educational Imagination","author":"Eisner E. 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