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Reflective Model Of Teacher Education

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2.1 Theoretical assumptions of the study
The first intuition for the present study is taken from the current theories of teacher education in the literature which focus on the reflective model of teacher education (Wallace, 1991), Peacock 's (2009) teacher education evaluation model, and Stufflebeam’s CIPP evaluation approach.
Today, action and reflection have been the main ingredients of learning derived from experience or experiential learning. Reflection has a great role in teacher education and teacher 's professional growth in recent years (Klein & Riordan, 2011; Akbari, 2007; Loughran 2002; Jay & Johnson, 2002) since Dewey introduced it in 1938 (Klein & Riordan, 2011). Based on Dewy’s (1938) experiential learning theory (cited in Kolb, 1984), making meaning demands reflection on experience and learning is “the series of procedures by which knowledge is constructed through the transformation and change of experience. Getting knowledge occurs as the result of the combination of comprehending and transforming experience into received knowledge.” In addition, Wallace (1991) states that reflective model considers both received and experiential aspects of professional development. While in traditional teacher training models, teachers are merely receivers of knowledge, reflective model places the teachers at the center of their own gradual maturation. Wallace (1991) suggests that the trainees ' received knowledge can be related to the experiential knowledge through a

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