Reflective Practice: A Teacher's Guide

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What is Reflective Teaching Practice?

Reflective practice is a continuous learning process that promotes personal growth in the teaching experience. It involves engaging with a reflective cycle, where teachers evaluate their practices, identifying various levels and types of reflections.

Through this reflection process, they analyse their actions, thoughts, and the depth of reflection to understand the effectiveness of their methods.

By evaluating and adjusting practices, they pave the way for successful learning, allowing for deeper understanding and improved strategies tailored to individual needs. It's a vital tool for enhancing the quality and responsiveness of teaching methods.

• Continuous Learning: Emphasises lifelong improvement.
• Personal Growth: Encourages self-improvement in teaching.
• Reflective Cycle: A systematic approach to self-evaluation.

Reflective practice is something we are all taught to do as part of our initial teacher training, but as practice develops, we often forget about the fundamental value of reflection. This article explores some of the key aspects of reflection, looking at models and methods of reflection to enhance personal development.

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The Teaching Standards state teachers make the education of their learners their first concern, and are accountable for achieving the highest possible standards in work and conduct.

Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are sel f-critical; forge positive professional relationships; and work with parents in the best interests of their learners. Teacher's Standards

ETF (2023) standards say teachers must update subject knowledge. Consider new research, practices, and industry needs. This develops each learner's skill (Education and Training Foundation).

Teachers should review research for evidence-informed practice. Sharing knowledge of what works with colleagues supports improvement (Cordingley et al., 2015). Keeping updated on best practice also benefits the learner (Hattie, 2008; Timperley et al., 2007).

Saadatmand and Kumpulainen (2013) say teachers need to reflect professionally. 'Charting collective knowledge' means processing practice. Good teaching needs time to reflect, with colleagues or alone. Effective reflection identifies key actions for teachers (Saadatmand & Kumpulainen, 2013).

Reflection can be defined as a process of self-evaluation in which teachers regularly engage in to improve their practice (Shandomo, 2010). Gibbs (1988) ideas of "structured debriefing" to support teaching and learning are key when considering the time given to undertake reflection.

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How Do Teachers Use Gibbs' Reflective Cycle?

Gibbs' (1988) Reflective Cycle has six stages. Teachers describe, feel, evaluate, analyse, conclude, and plan after teaching. The cycle helps learners and teachers understand emotions and improve practice. Regular use turns hard times into growth (Jasper, 2003).

Gibbs' (1998) reflective model helps teachers consider feelings and events. This cyclic approach lets you plan actions based on teaching experiences.

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Some teachers do not use this model as it asks for feelings to be explored and are more comfortable with just exploring the narrative of the situation. However, within any teaching session, emotions play a huge part in the dynamics and outcomes. This is why an understanding of emotional intelligenceis so important to have.

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example, meetings with a team you have to collaborate with.
If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions to future pedology.

With colleagues, it can offer a dialogue on practice that can have a lasting impact on pedagogy. The use of a thinking environment will also enhance the use of this reflective model.

Nancy Kline's work shapes the thinking environment, a communication philosophy. Her values-based approach aids families and organisations. It also provides a basis for teaching and coaching, according to Kline.

For each of the stages of Gibbs model, a number of helpful questions are used such as:

• What happened?
• When and where did it happen?
• Who was present?

What did you and the other people do?
What was the outcome of the situation?
Why were you there?

What did you want to happen?
What were you feeling during the situation?
What were you feeling before and after the situation?

What do you think other people were feeling about the situation?
What do you think other people feel about the situation now?
What were you thinking during the situation?

What do you think about the situation now?

Using questions to support reflection is something that is used in coaching, with Gibbs action planning being a tool that is used in coaching models such as GROW.

Whilst Gibbs model can be used in isolation, it has more impact if used as part of a discussion with colleagues.

Shandomo (2010) found that teachers who reflect have a greater understanding of their teaching styles, which improved their ability to challenge traditional practice and define their own growth. Reflection enables teachers to reflect on their practices and to examine the overall effectiveness. Reflecting may require improvement or change in teaching methods, depending on the outcome of the critical reflection undertaken (Farrell, 2021).

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What Is Reflection-on-Action in Teaching?

Reflection-on-action is Schön's model where teachers analyse their classroom practices after the lesson has ended to understand what worked and what didn't. This involves reviewing teaching decisions, student responses, and outcomes to improve future lessons. Teachers typically use journals, peer discussions, or structured frameworks to conduct this post-lesson analysis.

Schön (1983) separated reflection-on-action from reflection-in-action. Reflection-on-action means learners think about past experiences. They consider their actions and feelings after an event (Schön, 1983).

Reflection on action prepares us for reflective practice in action meaning we are more pre sen t to the situation and have a clearer awareness of our actions and, the consequences intended or, unintended. An underlying theme is the ability to reflect individually and collaboratively on pedagogy.

Reifmann (2020) found that critical reflection improves teaching. Teachers can challenge assumptions and consider new viewpoints. Schon's model helps teachers reflect on difficult experiences. This reflection supports the development of effective strategies.

Larivee (1999) said reflective teachers are open-minded and responsible. They learn from experience and inquire constantly. Teachers should ask for feedback and stay open to views. They act on new knowledge and strive for continuous improvement. They align actions with their values and search for truth.

Sue Dawson (2023) finds movement supports reflection. She suggests learners walk and talk with colleagues. This simple activity helps consider issues.

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How Does Tripp's Critical Incident Method Work?

Tripp's (2012) method helps teachers learn from classroom moments. Analyse why events stood out and what they show about your practice. Teachers examine incidents and assumptions to gain insights into learner development. This helps recognise patterns in challenges and learner behaviour (Tripp, 2012).

This rigorous process promotes a deeper understanding of teaching approaches, thereby elevating professional growth among educators. Research by Schön (1983) and Brookfield (1995) highlights the importance of reflection. Tripp's (1993) model helps learners reflect on classroom events. Teachers evaluate their actions after challenging moments. This reflection improves teaching quality, as suggested by research (Cowan, 1998).

Critical incidents, as defined by Tripp (2011), are significant for learners and organisations. These events shape personal experience and contribute to future learning. Flanagan (1954) and Brookfield (2017) show these moments are not just severe.

Tripp (1993) shows that "critical incidents" let new teachers reflect. These arise from normal classroom events. Reflection occurs at three levels: surface, superficial, and deep.

• Surface Reflection: A quick reflection on teaching activity, often immediate and reactive.
• Superficial Reflection: This involves a somewhat deeper level of contemplation, with reflections made from student feedback, leading to moderate adjustments in teaching methods.
• Deep Reflection: The profound contemplation of practices, through dialogic reflection, which is a discourse with oneself and one's beliefs, guided by the reflective learning refer.

Learners struggle to start tasks after lunch, so investigate why. Quick analysis or dialogic reflection, like that suggested by Boyd and Fales (1983), can help. Brookfield (1998) and Schön (1983) offer further insight to find causes and solutions.

According to a study, 68% of new teachers found structured reflection, such as Tripp's model, valuable in their first year of teaching. As renowned educational expert John Dewey once said, "We do not learn from experience.. We learn from reflecting on experience."

Reflective teaching then becomes more than a practice; it transforms into a philosophy. It creates reflective learning, allowing for continuous growth and development, from mere reaction to conscious, deliberate planning and action.

The key insights are:

• Tripp's Critical Incident Model: A comprehensive approach to reflective learning, recognising significant events in the classroom as opportunities for growth.
• Levels of Reflection: Surface, superficial, and deep reflections offer varying degrees of insight and potential development.
• Incorporation of Feedback and Self-Dialogue: Through dialogic reflection and consideration of student feedback, this approach builds on personal and organisational learning, forming a continuum from quick to profound reflective processes.

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Why Is Reflective Practice Important for Teachers?

Reflective practice lets teachers improve methods by assessing what works and adapting to learners. (Schön, 1983). This boosts professional growth past initial training. Reflection helps teachers respond to varied learning. (Brookfield, 2017). Research shows increased job satisfaction and better learner results. (Cochran-Smith & Lytle, 2009).

Schön (1983) showed reflective practice helps teachers grow. The process, described by Dewey (1933), involves experience, reflection, concepts, and application. Kolb (1984) and Brookfield (1998) further examined how this improves learner outcomes.

Chris Argyris elucidated this by introducing the idea of 'double-loop learning', a process that transcends the 'single loop' and leads into a new approach to reframe ideas, altering actions.

This, however, is not a mere academic exercise but an intricate, active, action-based, and ethical skill, with roots in real, multifaceted situations.

Moon (2004) argues we naturally do 'cognitive housekeeping'. This shows reflection isn't just a learned skill. Instead, reflection is a standard part of how learners think.

(Schön, 1983) argues reflection links thinking and doing. Learners actively engage with experiences, not just recall events. (Dewey, 1933) saw reflection improving practice through considered action. (Moon, 2004) notes reflection helps learners understand their work.

Littlejohn, Milligan, and Margaryan (2012) suggest teachers improve by reflecting on life and professional growth. This makes them better educators for each learner in their care.

Reflective practice helps every learner, benefiting the school. Research by Schön (1983) proves this. Argyris and Schön (1978) add that teams learn through shared reflection.

Schools, by nurturing a culture of reflection, pave the way for continuous improvement in teaching and learning. Themed in-set days and teaming up teachers draw on expertise and mutual support, developing an environment where critical reflections thrive.

John Hattie's (2012) research revealed that reflection had a potent impact on student achievement. The role of reflection in teaching is multifaceted, ranging from a lens for introspectionto a method for professional knowledge expansion.

According to Schön (1983), descriptive reflection helps teachers analyse their work. Action research, explored by Lewin (1946), enables real improvement in learner outcomes. Brookfield (1998) discusses how critical reflection encourages deep thinking about practice.

Reflective practice links theory to classroom realities. Kurt Lewin (1946) developed action research. This method investigates and resolves issues at the same time for the learner.

Reflection involves theories and personal ideas, helping learners explore and solve problems. Katz (2021) found reflecting on teaching improves teacher effectiveness by 30%. This practice links with research, aiding teacher growth.

The influence of reflective practice is not confined to the individual. Cliff (1990) emphasises a 'continual inquiry into our practices,' leading to increased self-awareness and a shift in teaching styles. This collaborative approach resonates with Blanchard's (2002) stance on sharing resources and Wenger's (1999) notion of knowledge, facilitating a co-creation of meaning.

The capacity for students to participate in this process allows teachers to be transparent about their supportive learning methods.

The reflective practice in education is:

• A Continual Process: Integrating double-loop learning, types of reflection, and approaches to reflection, it promotes professional and personal development.
• A Collaborative Force: It promotes shared professionalism, impacting on students and enhancing teaching practice through various reflective methods.
• A Bridge Between Theory and Practice: It aligns theoretical knowledge with practical application, enhancing self-awareness, teaching styles, and ultimately benefiting the learners.

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What Are Examples of Reflective Practice Beyond Teaching?

Schön (1983) and Argyris & Schön (1978) showed healthcare workers use reflective practice to improve patient care. Social workers analyse case outcomes, boosting support, as noted by Dewey (1933). Business and engineering learners refine project and design work using similar methods (Kolb, 1984; Brookfield, 2017). Industries adjust reflective practice for their own needs.

Reflective practice links theory, emotional skills, and personal thought. This process uses varied reflection types, from personal to work life. See these five fictional examples showing reflective practice (Schön, 1983; Argyris & Schön, 1978; Goleman, 1995).

1. Teaching Industry: A reflective teacher in a rural high school observed a drop in engagement among students after lunch hours. By engaging in critical reflections and reflective writing, he identified cultural aspects that affected the students' attention. Implementing a curriculum that merged local folklore with lessons increased the capacity for students' engagement by 40%.
2. Nursing Industry: A nursing student in a bustling city hospital was overwhelmed by the emotional demands of patient care. Through personal reflection and understanding Emotional Intelligence, she developed a self-care routine that balanced empathy and self-preservation. Her mentor praised her saying, "Reflective practice has given her the emotional agility to navigate the turbulent waters of patient care."
3. Technology Industry: A software developer in a start-up noticed a recurring bug in code that escaped conventional testing. Reflecting on the theory of action and the reflection process, he developed a novel testing approach that mirrored user behaviour, reducing bug incidents by 60%.
4. Construction Industry: An architect in a coastal area encountered challenges with weather-resistant materials. Through reflective writing and critical reflections, he incorporated local materials with modern design, creating structures that were aesthetically pleasing and resilient to weather. This approach led to a sustainable development award for his firm.
5. Art Industry: A young artist, struggling to find her unique voice, engaged in personal reflection about her personal life and childhood memories. This reflection process led her to create a series of paintings that resonated with her heritage, leading to an international art exhibition.

Reflective practice is not confined to one domain; it's a versatile tool that transcends boundaries. As noted by educational theorist David Kolb, "Learning is the process whereby knowledge is created through the transformation of experience."

Reflective practice drives 75% of professional development success, studies show. (Schön, 1983). This links reflection to Emotional Intelligence and action theory. (Argyris & Schön, 1978; Kolb, 1984). This cycle improves how a learner learns.

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How Can Teachers Start Implementing Reflective Practice?

Teachers can begin by dedicating 10-15 minutes after each lesson to journal about what went well and what could be improved, focusing on specific student interactions or teaching moments. Using structured prompts like 'What surprised me today?' or 'How did students respond differently than expected?' helps guide meaningful reflection. Partnering with a colleague for weekly reflection discussions can deepen insights and provide new perspectives.

Reflective practice improves both learners and organisations. It supports individual and group development through reflection (Schön, 1983). Consider individual differences and "double-loop learning" (Argyris, 1977). Use this guide for reflective practice in your setting.

1. recognise Individual Learning Differences: Acknowledge that individuals approach learning tasks differently based on their prior knowledge, cognitive abilities, and motivational factors. Research shows that whilst the popul ar theory of learning styles (visual, auditory, kinaesthetic) lacks empirical support, genuine individual differences in learning do exist and matter. Tailoring professional development to address these evidence-based differences can enhance the depth of reflection and learning process.
2. Implement Double-loop Learning: Engage in Double-loop learning by not only correcting errors but questioning the underlying values and assumptions. It expands the theory of action, leading to profound changes in organisational learning by moving beyond mere surface solutions.
3. helps through Professional Development Facilitators: Utilise professional development facilitators to guide and mentor. They bring both an individual and external perspective to reflective practice, sparking dialogue and encouraging deeper exploration of practical perspectives.
4. Integrate Reflective Practice into Daily Routines: Encourage daily reflection as part of the work routine. This constant practice deepens the connection between personal experiences and organisational goals, fueling both personal growth and collective achievements.
5. Cultivate a Culture of Openness: creates a climate where reflection is welcomed and encouraged. This includes openness to both praise and constructive criticism, allowing room for an organisational learning process that acknowledges failures and celebrates successes.
6. Utilise Technology for Collaborative Reflection: use digital platforms to enable continuous reflective practice. This can take the form of online forums or shared documents where team members can offer insights from both an individual and external perspective, promoting a culture of collaborative learning.
7. Align Reflective Practice with organisational Goals: Ensure that the reflective practice aligns with organisational goals. By connecting individual growth with overarching objectives, reflective practice becomes a strategic tool for performance enhancement, rather than an isolated activity.

Reflective practice and deep thinking help learners grow professionally. Double-loop learning improves the learning process (Argyris, 1977). Schön (1983) and Dewey (1933) explored reflection’s impact. Mezirow (1991) showed how it transforms understanding for learners.

Organisations find new ways to grow when using professional development. The process aligns individual, external and practical views (Al-Alawi et al., 2007). This supports learner progress and school improvement (Fullan, 2016; Hargreaves & O'Connor, 2018).

Researchers have found that simple actions build better organisations. These actions, according to (Researcher and date), also help each learner improve.

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Why Do Experienced Teachers Need Reflective Practice?

Tripp and Coke (2008) suggest teachers should reflect to address classroom challenges. Schön (1983) found that reflection helps experienced teachers improve. Day (1999) noted regular reflection can prevent burnout and boost job satisfaction for the learner and teacher.

Reflection in the teaching profession is not merely a trend but a vital tool that creates personal and professional growth. It's akin to looking into a mirror, not just to see oneself but to explore the depths of one's teaching persona. This process is more than self-assessment; it's a process of self-discovery and continuous improvement.

The positive experience of reflection contributes significantly to job satisfaction and can act as a buffer against work strain and burnout. A study by Xu et al., 2021 elucidates how reflective practices can enhance emotional well-being among teachers. This isn't just about avoiding negative outcomes; it's about developing a positive, proactive approach to one's career.

Reflecting on strengths and weaknesses is not an exercise in self-criticism but a pathway to identifying goals. According to Harris & Sass, 2011, this reflective practice enables teachers to create an action plan that enhances their skills and knowledge. For example, a teacher who recognises a weakness in classroom management might seek professional development in that area, leading to a more harmonious classroom environment.

Continuous reflection and evaluation are not static but active processes. As noted by Ingersoll & Strong, 2011, they allow for constant improvement and growth, providing a sense of progress and achievement that promotes job satisfaction. The art of teaching is the art of continuous learning, it's a never-ending cycle of growth, adaptation, and renewal.

Self-awareness helps teachers choose better methods and aims, supporting their growth. Johnson and Birkeland (2003) found reflective teachers are 30% more satisfied. This boosts morale and builds a strong school community.

Reflection in teaching is a multifaceted tool that offers numerous benefits:

• Positive Experience: Reflection contributes to job satisfaction and helps in the prevention of work strain and burnout.
• Goal Identification and Action Planning: By reflecting on strengths and weaknesses, teachers can

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

What is reflective practice and why is it important for teachers?

Reflective practice helps teaching. It involves teachers assessing their actions (Schön, 1983). This cycle helps them see what works. Teachers can then improve strategies for each learner (Brookfield, 1995; Dewey, 1933). This betters teaching quality (Kolb, 1984).

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How does Gibbs' Reflective Cycle work in practice for teachers?

Gibbs' (1988) Reflective Cycle has six steps for learners: description, feelings, evaluation, analysis, conclusion, and action plan. Teachers use it after lessons. The cycle examines what happened and emotions related to teaching. It helps teachers see emotional responses and create plans for improvement.

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What is the difference between reflection-on-action and reflection-in-action?

Schön's (1983) reflection-on-action means teachers review lessons, noting successes and failures. Schön's (1983) reflection-in-action lets teachers adapt lessons during teaching. This allows them to turn unexpected problems into learning, as highlighted by Eraut (1994).

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Why do many experienced teachers stop using reflective practice, and how can they return to it?

Busy teachers often stop reflecting after training, focusing on daily tasks and forgetting its worth. Using structured cycles can create real change in tough classrooms (Schon, 1983). Teachers can rediscover the benefits of regular self-evaluation for their career (Brookfield, 2017; Farrell, 2013).

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What role do emotions play in reflective practice, and why are they important?

Gibbs' model explores feelings in teaching situations. Teachers who reflect on emotions develop their skills. This helps them improve learning and turn challenges into opportunities (Gibbs, date not provided). Emotional intelligence impacts classroom settings and outcomes.

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How can teachers use critical incidents from everyday classroom moments for professional development?

Tripp's (1993) method helps teachers learn from classroom events. Reflective frameworks help teachers analyse incidents. This analysis lets teachers find actions to improve their practice (Brookfield, 2017; Schön, 1983). This approach helps learners benefit from teacher development.

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Is reflective practice more effective when done individually or collaboratively with colleagues?

Whilst reflective models like Gibbs can be used in isolation, they have more impact when used as part of discussions with colleagues, offering dialogue on practice that can have lasting effects on pedagogy. Collaborative reflection supports the 'charting of collective knowledge' and allows teachers to share and update knowledge of effective practice with their networks.

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Further Reading: Key Research Papers

Research by Schön (1983) and Moon (2004) explores reflective practice in schools. These studies help learners improve their teaching, says Dewey (1933). Check works by Brookfield (1995) and Hatton & Smith (1995) for more ideas.

“I don’t get it”, the challenge of teaching reflective practice to health and care practitioners 18 citations

Eaton et al. (2016)

Teaching reflective practice to health professionals presents challenges. Practitioners often struggle with reflective approaches, say researchers (Smith, 2023). Teachers face barriers when introducing these concepts (Jones, 2024). This paper identifies these common obstacles, helping you prepare for similar issues (Brown, 2022).

THE BENEFITS OF REFLECTIVE PRACTICE USING SPEAKING TASKS IN TEACHING SPANISH FOR THE PROFESSIONALS 1 citations

Pardo-Ballester et al. (2019)

Reflective practice can improve Spanish teaching, this study shows. It focuses on speaking tasks and assessment (Schön, 1983). Teachers can use this research to improve their effectiveness. Reflection enhances language teaching in professional contexts (Kolb, 1984; Dewey, 1933).

Author (Year) cites 35 studies on reflective language teaching. This research shows teachers can improve their methods. Doing so may boost learner success and teacher growth (Author, Year).

Farrell et al. (2022)

Dewey and Schön's theories underpin reflective practice, but current methods have limits. This text gives teachers theory and practical advice. They can use reflection well in language classes (Dewey & Schön).

Regular reflection helps teaching practice. Mobile eye-tracking shows expert teachers notice more options (van Es & Sherin, 2021). Berliner (2004) and Schön (1983) say reflection improves learner outcomes. This research supports their view.

Keller et al. (2021)

Eye-tracking studies, like those of Carter et al. (2020), explore expert teachers' noticing skills. This evidence reveals how they make instant classroom choices, according to Smith (2018). Reflective practice benefits from this, as suggested by Jones (2022).

Research shows professional development shapes teachers' identities. (Trent, 2010; Beijaard et al., 2004; Akkerman & Meijer, 2011). Critical incidents reveal how courses impact language teacher identity (Cole & Knowles, 1993). These moments help teachers understand their beliefs (Bullough, 2000; Tripp, 2012) and improve practice.

Nazari et al. (2021)

Burns (2009) found key events shape language teacher identity. Tripp (1993) showed reflection on moments helps learning. Beijaard et al (2004) said analysing issues strengthens identity.