Background
So far this academic year, this series of articles has outlined a psychology-informed coaching approach to lesson observations that can be applied to support education practitioners to reflect on and further develop their classroom practice (see the APS blog archives, September 2016 to January 2017). In this article I’m going to expand on one particular component of this approach – how we can support and guide reflection on practitioners’ successes – while also highlighting how we can use the process to develop teachers’ skill at being reflective.
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