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Leading Reflective Practice – Reviewing the Evidence

Carol Campbell and Maeva Ceau
Ontario Institute for Studies in Education, University of Toronto

The purpose of this paper is to examine, discuss, and share evidence on what is reflective practice, what impact does reflective practice have, and what educational leadership practices are associated with encouraging and supporting reflective practice. The paper discusses developments in theories, concepts, and approaches for reflective practice, then considers leaders’ use and leadership of reflective practice.

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This research was commissioned by the Education Workforce Council & National Academy for Educational Leadership Wales.