Thank you  for the question. There are lot of useful ideas:

Kahn, P., Qualter, A., & Young, R. (2012). Structure and agency in learning: a critical realist theory of the development of capacity to reflect on academic practice. Higher Education Research & Development, 31(6), 859-871.

Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: theory and practice, 1(1), 33-50.

Van Manen, M. (2013). The call of pedagogy as the call of contact. Phenomenology & Practice, 6(2), 8-34.

Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Routledge.

Ratner, H. (2013). The social life of learning theory: The “ideal” and “real” of reflective learning. International Journal of Public Administration, 36(3), 200-209.

Here's what's available in RG:

https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=Reflexivity+among+Teacher+Educators+inTeacher+Education&search-abstract=&search=Search

https://www.researchgate.net/go.Deref.html?url=http%3A%2F%2Fonlinelibrary.wiley.com%2Fdoi%2F10.1111%2F1467-6486.00380%2Ffull

I extend best wishes for every success with your interesting research.

Debra

You probably know "The Reflective Practitioner", by Schön. This is a classic book in the field of education, although it does not not only addresses teachers, but all professionals. You might want to have a look at "Training Foreign Language Teachers: A Reflective Approach", by Michael J. Wallace.

You might be interested in Marguerite Jones' PhD: "When Learning is LEARnT: Understanding relationships between prior Learning, Efficacy and Action, Reflection and Theory making in Bachelor of Education (Primary) intern teacher learning". Unpublished PhD University of New England, Australia.

Best wishes with your work.

You might also be interested in our research in teacher education a few years ago. In essence it was reflexive. Here are some resources:

Maxwell, T.W., Smith, H., Baxter, D., Boyd, J., Harrington, I., Jenkins, K., Sargeant, J., and Tamatea, L. 2006. Migrating to the Classroom: Online Support for the 2005 Beginning Teacher Alumni of UNE, Final Report for the Higher Education Innovation Program of the Education Alumni Support Project (EdASP), xi + 192p.

Maxwell, T.W., Harrington, I. & Smith, H. 2010. Supporting Primary and Secondary Beginning Teachers Online: Key findings of the Education Alumni Support Project (EdASP), Australian Journal of Teacher Education 35, 1, 42-58.

Harrington, I., Maxwell, T.W., Smith, H., Baxter, D. Boyd, J., Hopwood, L., Jenkins, K., Sargeant, J., Tamatea, L. and Proudford, C. 2006. Migrating to the Classroom: Online Support for Beginning Teacher Alumni of the University of New England, paper presented at the Asia-Pacific Educational Research Association (APERA) Conference, Hong Kong, 28-30 November.

Action research is a reflexive process at its best. At UNE we use action research in our final year associated with  the final year internship. I've read over pne thousand of these reports. Quite a few of these could have been published but only two that I read were. Here they are:

Mead, K. & Maxwell, T.W. 2010. Using the Counting On mathematics strategies: An action research case study. Australian Primary Mathematics Classroom 15, 3, 13-19.

Emerson, K. & Maxwell T.W. 2011. Graphic Organisers and Writing Performance: Improving undergraduate competence using action research in a workplace internship, Work based learning e-Journal 2, 1, 5-23. [http://wblearning-ejournal.com/currentIssue/E3012%20rtb.pdf].

All the best.

Dear, Brazil is a multicultural country, with approximately 50% of the population of blacks and mestizos, but unfortunately our historical process disguised for a long time the problem of race relations and especially in schools, is very recent reflections on Brazilian educational racism.

Thanks for your question.

Do you know this study?

Pitts, Ruggirelloi (2012), Using the e-Portfolio to Document and Evaluate Growth in Reflective Practice: The Development and Application of a Conceptual Framework, International Journal of ePortfolio ,  Volume 2, Number 1, 49-74 .

Best wishes.

Idália Sá-Chaves, a retired professor who I used to work with has a great deal of work on Teachers as Reflexive Practitioners. These are in general written in Portuguese, and available in http://ria.ua.pt/browse?type=author&sort_by=1&order=ASC&rpp=20&etal=-1&value=Moreira%2C+Ant%C3%B3nio+Augusto+de+Freitas+Gon%C3%A7alves&offset=0

Hope it helps.

Thank you dear Antonio .. I will have a look at Prof. Idalia Sa-Chaves' work. I am hoping that there would be some English versions too!

I am not sure, but you might be lucky.

What a wealth of information! Thank you for this question. I have also found Van Manen to provide a useful framework, in addition research within anthropology of education could be supportive for your work. 

Thank you Ma'am! The works by Van Manen, lend a lot of insights! Your suggestion to peek into anthropology of education, is valuable. I am on to it! Cheers! 

Dear Anthony, 

I would recommend:

Bolte, C. & Rauch, F. (2014). Enhancing Inquiry Based Science Education and Teachers' Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Project funded by the European Commission. Berlin: Freie Universität Berlin/Klagenfurt: Alpen-Adria-Universität Klagenfurt.

Schuster, A. & Turner, A. (2014). Reflective processes in action research and in psychoanalytic observational studies: two approaches for teaching professionals. In T. Stern, A. Townsend, F. Rauch & A. Schuster (Eds.), Action Research, Innovation and Change: International perspectives across disciplines (pp. 129-142). London, UK: Routledge.

Bolte, C., Holbrook, J. & Rauch, F. (Eds.). (2012). Inquiry-based Science Education in Europe: Reflections from the PROFILES Project. Berlin: Freie Universität Berlin.

Eilks, I., Mamlok-Naaman, R. & Rauch, F. (2012). Action Research for Innovations and Continuous Professional Development (CPD) in Science Education. In C. Bolte, J. Holbrook & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 59-67). Berlin: Freie Universität Berlin.

Hofstein, A., Mamlok-Naaman, R., Rauch, F. & Namsone, D. (2012). Teachers' Ownership: What is it and How is it Developed? In C. Bolte, J. Holbrook & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 55-58). Berlin: Freie Universität Berlin.

Hi,

I found the following article very helpful,

Monet, Julie A., and Eugenia Etkina. "Fostering self-reflection and meaningful learning: Earth science professional development for middle school science teachers." Journal of Science Teacher Education 19.5 (2008): 455-475.

 This one  focuses more on the practicle view:

Mamlok-Naaman, Rachel, Franz Rauch, and Silvija Markic. "10. HOW TO KEEP MYSELF BEING A PROFESSIONAL CHEMISTRY TEACHER." Teaching Chemistry–A Studybook: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers (2013): 269.

https://books.google.at/books?hl=de&lr=&id=_chEAAAAQBAJ&oi=fnd&pg=PA269&dq=HOW+TO+KEEP+MYSELF+BEING+A+PROFESSIONAL+&ots=SLJlgO3kAu&sig=J_bNUs5NhSEjdxQ1D6D6oYfwZLI#v=onepage&q=HOW%20TO%20KEEP%20MYSELF%20BEING%20A%20PROFESSIONAL&f=false

Kind regards.

Hi, there are some journals can be helpful for you , and to start a work based on students writing their own class journals can be a helpful tool to reflect around our practices.

Hi there,

Carnegie Foundation’s initiative for the "scholarship of teaching and learning"— encourages reflective practices among educators. There are plenty of studies on SoTL driven journals that are based on inquiry and reflective practices ( for eg Gibbs reflective cycle) that involves both students and teachers.

Hi Amrita, Thank you, I look up "scholarship of teaching and learning" ... I admit there is a lot of literature on Reflection and Reflective Practices ... can't say the same for Reflexivity studies among teacher educators. Cheers!