<abstract xmlns="http://www.w3.org/1999/xhtml">

Teaching is a challenging career that calls for a continuous tightrope walk, making resilience and adaptability pivotal to teacher survival. Teachers need to be able to be aware of their previous practices and to constantly examine and assess their effectiveness, attitudes, and accomplishments. This awareness comes through the coherent and sustained practice of reflective thinking, in which they can cultivate the habits of inquiry and reflection that are so needed in the teachers’ profession.
This paper presents a detailed inquiry of the reflective practices of 10 experienced educational practitioners (primary school teachers; all female, aged 38–55 years, average age 44) as they self-study their teaching practices to discover how reflection in practice impacts their growth as teachers.
The data was collected through a structured reflective journal (based on Smyth’s model for personal and professional empowerment) and a focus group interview. After the analysis of the data extracted from the focus group, two main themes emerged: a shift in perception about reflective practice and the impact of the use of reflection on teachers as professionals.
Findings suggest that having a structure can help teachers become more conscious of one’s experiences, as they purposefully inquire and critique their practice. The potential benefits of deliberately engaging in reflective activities are discussed.
</abstract>

Teaching is a challenging career that calls for a continuous tightrope walk, making resilience and adaptability pivotal to teacher survival. Teachers need to be able to be aware of their previous practices and to constantly examine and assess their effectiveness, attitudes, and accomplishments. This awareness comes through the coherent and sustained practice of reflective thinking, in which they can cultivate the habits of inquiry and reflection that are so needed in the teachers’ profession.
This paper presents a detailed inquiry of the reflective practices of 10 experienced educational practitioners (primary school teachers; all female, aged 38–55 years, average age 44) as they self-study their teaching practices to discover how reflection in practice impacts their growth as teachers.
The data was collected through a structured reflective journal (based on Smyth’s model for personal and professional empowerment) and a focus group interview. After the analysis of the data extracted from the focus group, two main themes emerged: a shift in perception about reflective practice and the impact of the use of reflection on teachers as professionals.
Findings suggest that having a structure can help teachers become more conscious of one’s experiences, as they purposefully inquire and critique their practice. The potential benefits of deliberately engaging in reflective activities are discussed.

The Role of Reflection in Teaching: Perceptions and Benefits

Journal of Education, Society & Multiculturalism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"The Role of Reflection in Teaching: Perceptions and Benefits"}

Teaching is a challenging career that calls for a continuous tightrope walk, making resilience and adaptability pivotal to teacher survival. Teachers need to...

The Role of Reflection in Teaching: Perceptions and Benefits

Online veröffentlicht: 06. Dez. 2023

Seitenbereich: 124 - 134

DOI: https://doi.org/10.2478/jesm-2023-0022

Schlüsselwörter
reflective practice, reflective teaching, reflective journal, critical reflection, primary school teacher

© 2023 Miruna-Luana Miulescu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The Role of Reflection in Teaching: Perceptions and Benefits

Online veröffentlicht: 06. Dez. 2023

Seitenbereich: 124 - 134

DOI: https://doi.org/10.2478/jesm-2023-0022

Schlüsselwörterreflective practice, reflective teaching, reflective journal, critical reflection, primary school teacher

© 2023 Miruna-Luana Miulescu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
reflective practice, reflective teaching, reflective journal, critical reflection, primary school teacher