Reflection: can we assess it? Should we assess it?

Abstract

This paper reports on a study undertaken by two university‐based teacher educators into an aspect of professional practice. The feasibility and desirability of assessing reflection demonstrated by student teachers studying early childhood literacy was investigated. While reaffirming the importance of developing reflective practitioners, the study highlighted the difficulties of equitably or meaningfully assessing reflection. Use of alternative methodologies was called for in future research into reflection