School visits during pre-service teacher education: a study of Malaysian Bachelor of Education students in the UK preparing to teach English as a second language

Reflective practice is valuable, according to Schon (1983), as it allows practitioners “to surface and criticize the tacit understandings that have grown up around [their] experiences [and] make new sense of situations of uncertainty or uniqueness” (p. 61). Reflective practitioners include teachers, who may be able to draw upon reflections on classroom experience in various ways, for example, to inform their subsequent planning and teaching.