Reflective Practice and Teacher Professional Learning

career. Thirdly, although reflection is a form of informal learning, it should be done consciously and structurally. Of many models or frameworks of RP, there are ones that are particularly appropriate to teacher professional learning. Besides, for productive reflection, individuals need to equip themselves or to be equipped with a certain set of skills. Finally, RP can move out of individuals’ particular context, and it could be both mono- and cross-cultural. References [1] Pham, D. N. T., Obstacles to lifelong learning in Vietnam and some suggested solutions, VNU Journal of Education Research, 30 (2014) 21. [2] Knight, P., A systemic approach to professional development: Learning as practice, Teaching and Teacher Education, 18 (2002) 229. [3] Darling-Hammond, L., and McLaughlin, M. W., Policies that support professional development in an era of reform. Phi Delta Kappan, 76 (1995) 597. [4] Davenport, T. H., and Prusak, L., Working knowledge, Harvard University Press, Boston, 1998. 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