Shared reflections on Education can be positively reflected on student’s learning and teacher’s teaching. Reflections on the topics you study are essential if one wants to put inaccuracies of educational process right.  Shared reflection on Teacher Education practices is one of productive works done that presents visions from the experience of how a teacher and a student openly shared their reflections of teaching and learning during a Physics method course.  The aim of the article was to show the way reflective process contributed to proficient planning of the educational process.

The practice of shared reflection began in January, 1999 and lasted four months. The participants of the experience were the people from different educational categories: Andre is a teacher of Physics, Mathematics and Technology to 14-19 aged students; Tom is a secondary science methods course teacher; Voja is a student enrolled into the promising experience. During a Physics method course at Queen’ s University in the 1998±99 academic year, they cooperated with each other for the unity of purpose. When the practice of shared reflections just took start, each participant proposed their suggestions on what they want to study and how.This awareness of the  first attempt to real improvement and understanding of one’ s own teaching included open communication with a colleague, be it verbal or written, led to further reading. It also led Andre to enroll in an independent study course to learn more about the Australian Project for Enhancing Effective Learning (PEEL) (Baird & North® eld, 1992; Baird & Mitchell, 1997).

The PEEL is a new project that  demonstrates the learning and practical knowledge of groups of teachers that conduct new research at schools and classrooms by questioning existing practices, trying new methods and getting involved in discussion and reflection with a persistent commitment. Every teacher in PEEL felt they should do more to cover the problems students had, to change the similarities of teaching the subject and the need of wide communication, group collaboration and mutual perception of the reflective process. So Andre, Tom and Voja got engaged in a PEEL and they surely liked to discuss the realities of the classroom practice. Three-way conversation was valuable for each of them and enabled each participant to realize the role they played in improving education. By giving fair feedback, writing persistent reflections and making sense of the letters they received each reflection participant contributed his part in experience development. The experiment began to turn into unceasingly increasing circle, for each participant kept recording their reflections continually. If one did miss his part of the job, it would destroy the stability of the results. It would mean broken order of the form, unsolved question of the process, ignored problem of improvement. Our circle would be no more than a labyrinth, where everyone got stumbled up and confused.

  Simultaneously Tom and Voja shared with Andre the preceding messages, and Andre still kept the class to comment about their work. By the simple request of  `Things to keep or continue’ , `Things to Change’, and `Things to add’ Andre identified “the areas where  experience showed that students really stumbled on the misconceptions and suggested things we can do to try to avoid these misconceptions right off the bat”. This task helped to control the balance of the experiment and keep it in the right path. The results of the practice met the expectations awaited.

A few weeks later, Voja wrote his reflections on the course and prepared his eight months in a pre-service teacher education programme and shared them with Andre and Tom, who appreciated the document as an invaluable document. For Andre, it shows his impact as a teacher in a course. For Tom, who had partaken  in a similar reflective conversation with a member of his class in the previous year (Russell & Bullock, 1999), Voja’ s achievement emphasizes the nature of accounting how someone else taught the course that he knows so well.  And for Voja, his awareness of the experiment, reflective thinking on the way Andre taught helped him to focus on how he would teach his students in future.

Although they didn’t actively discuss the problems they faced, they had feedback, they had replied consistently and with enthusiasm. Otherwise the conversation would not have been productive and the practice valuable.

On personal part, I highly appreciate  value and  necessity of shared reflection in making student and teacher interaction easy, enjoyable and productive. To tell the truth, such way of student-teacher cooperation was ultimately new for me. This method is worth introducing it into classroom society. Students no more treat their teachers as strict, to-be-afraid-of people rather like a friend, advisor and a parent. This way of interaction gave its results, and I hope shared reflection will bring it further ahead.