Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation.
怀尔德曼和奈尔斯确定了在教学环境中促进实现反思行为的三个原则。
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice.
怀尔德曼和奈尔斯的工作表明，认识到建立反思实践的某些困难的重要性。
The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students.
第一个是教育系统中管理人员的支持，使教师能够理解反思性实践的要求及其与教学的关系。
Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice.
其他人也注意到了这一点，并针对教师职业对反思活动的文化抑制提出了类似的观点。
The topic-based workshop mode is based on the social constructivism learning theory and embodies the idea of participatory training and reflective practice.
以社会建构主义学习理论为基础，基于教学主题的工作坊研习模式，体现了参与式培训与反思性实践的基本理念。
Therefore, reflective practice, reflective teaching and reflective teacher are becoming very important questions that are paid attention to by many experts and scholars in education field.
因此，“反思性实践”、“反思性教学”、“反思性教师”正在日益成为教育领域的专家、学者普遍关注的研究课题。
Therefore, reflective practice, reflective teaching and reflective teacher are becoming very important questions that are paid attention to by many experts and scholars in education field.
因此，“反思性实践”、“反思性教学”、“反思性教师”正在日益成为教育领域的专家、学者普遍关注的研究课题。
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