School contexts that encourage reflection: teacher perceptions

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Abstract
The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by “reflection,” which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each school that facilitated collaborative work. These data and the analysis were used to increase collaborative leadership in schools and to continue research into that type ofleadership.