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 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。
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。
The reflective teaching has gradually become a strong teaching ideological trend which influences the educational practice of contemporary countries in the world.
反思性教学逐渐成为影响当今世界各国的教育实践的强劲教学思潮。
The reflective teaching has gradually become a strong teaching ideological trend which influences the educational practice of contemporary countries in the world.
反思性教学逐渐成为影响当今世界各国的教育实践的强劲教学思潮。
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