<P> Rod Lane and colleageues list strategies by which teacher educators can promote a habit of reflective practice in pre-service teachers, such as discussions of a teaching situation, reflective interviews or essays about one's teaching experiences, action research, or journaling or blogging . </P> <P> Neville Hatton and David Smith, in a brief literature review, conclude that teacher education programmes do use a wide range of strategies with the aim of encouraging students teachers to reflect (e.g. action research, case studies, video - recording or supervised practicum experiences), but that "there is little research evidence to show that this (aim) is actually being achieved". </P> <P> The implication of all this is that teacher educators must also be highly skilled in reflective practice . Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggest that teaching how to reflect requires teacher educators to possess and deploy specific competences . However, Janet Dyment and Timothy O'Connell, in a small - scale study of experienced teacher educators, noted that the teacher educators they studied had received no training in using reflection themselves, and that they in turn did not give such training to their students; all parties were expected to know how to reflect . </P> <P> Many writers advocate for teacher educators themselves to act as models of reflective practice . This implies that the way that teacher educators teach their students needs to be congruent with the approaches they expect their students to adopt with pupils; teacher educators should not only model the way to teach, but should also explain why they have chosen a particular approach whilst doing so, by reference to theory; this implies that teacher educators need to be aware of their own tacit theories of teaching and able to connect them overtly to public theory . However, some teacher educators do not always "teach as they preach"; they base their teaching decisions on "common sense" more than on public theory and struggle with modelling reflective practice . </P>

The process of learning one’s own culture is called