The purpose of this paper is to review the literature on reflection in the context of education. Reflection is found to be an important learning tool in professional education, and that the skills required for reflection need to be developed in professional courses. A review of the literature was carried out to identify reflection directly related…

Educator reflective practice is fundamental to quality early childhood education with robust practice benefitting pedagogy and improving outcomes for children. Yet, examination of individual and collaborative reflective practice in experienced professional early childhood teams is scarce. This qualitative case study used an action research design…

This qualitative study investigated the effect of Saudi EFL post-observation conferences on female teachers' professional development through assessing teachers' reflection. It also examined to what extent these conferences are considered reflection-enhancing. Moreover, it contributed towards filling the gap in the literature regarding this area…

This three-paper self-study dissertation explored the process of becoming a teacher with a focus on the emotional dimensions of teaching. Becoming a teacher is a complex, emotionally demanding process (Kelchtermans & Deketelaere, 2016) and teachers' emotions impact student achievement, motivation, and well-being (Balanescu, 2019). While…

School turnaround initiatives are top-down in nature and tend to relegate students and teachers to passive roles rather than empowering them as central change agents in school improvement. The purpose of this qualitative Action Research study was to investigate and deepen the use of student feedback to improve teaching and learning experiences and…

Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action.…

Drawing on data from semi-structured interviews with New Zealand coaches (N = 6), this study examined how video self-reflection (VSR) was perceived as a tool for learning within "on-going" coach development. This study also looked to determine the potential barriers experienced by coaches before engaging in VSR. Each participant was a…

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students' conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the…

This paper examines the experience of an action research "Study Day" to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman…

Critics encourage the process of "reflection" as a prerequisite for professionalizing how teachers behave in the classroom. Reflection helps in recognizing areas in need of improvement. Self-reflection is hence one of the teacher's most important skills in order to work constantly on one's teaching and how to improve it. However, the…

This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…

This article discusses a process of self-inquiry that took the form of a narrative journey of transformation. The process included reflective practice deepened by focusing on the lived experience of being a teacher, and as the process unfolded I sought to discover more about classroom events as lived experiences for teacher and students. The…

When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for inclusive education can be enhanced (Evans, 1997; Pyha¨lto¨ et al., 2012; Richardson, 1998). Our research examined the experiences…

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students' conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the…

All education proceeds within a complex array of epistemological and ontological factors that constitute a shifting and intricate learning environment for teachers, pre-service teachers and school students alike. We have expanded a "praxis inquiry" protocol into a "critical praxis" protocol for use in pre-service programs. A…