Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between...

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Autores principales:	Marjeta Šarić, Barbara Šteh
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2017
Materias:	critical reflection encouragement of critical reflection professional development of teachers teacher learning Education (General) L7-991
Acceso en línea:	https://doaj.org/article/52db6cc06f984198a3cb79515d0c7b67
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spelling	oai:doaj.org-article:52db6cc06f984198a3cb79515d0c7b672021-11-23T16:14:33ZCritical Reflection in the Professional Development of Teachers: Challenges and Possibilities1855-97192232-2647https://doaj.org/article/52db6cc06f984198a3cb79515d0c7b672017-09-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/288https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals.Marjeta ŠarićBarbara ŠtehUniversity of Ljubljanaarticlecritical reflectionencouragement of critical reflectionprofessional development of teachersteacher learningEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 7, Iss 3, Pp 67-85 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	critical reflection encouragement of critical reflection professional development of teachers teacher learning Education (General) L7-991
spellingShingle	critical reflection encouragement of critical reflection professional development of teachers teacher learning Education (General) L7-991 Marjeta Šarić Barbara Šteh Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities
description	Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals.
format	article
author	Marjeta Šarić Barbara Šteh
author_facet	Marjeta Šarić Barbara Šteh
author_sort	Marjeta Šarić
title	Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities
title_short	Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities
title_full	Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities
title_fullStr	Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities
title_full_unstemmed	Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities
title_sort	critical reflection in the professional development of teachers: challenges and possibilities
publisher	University of Ljubljana
publishDate	2017
url	https://doaj.org/article/52db6cc06f984198a3cb79515d0c7b67
work_keys_str_mv	AT marjetasaric criticalreflectionintheprofessionaldevelopmentofteacherschallengesandpossibilities AT barbarasteh criticalreflectionintheprofessionaldevelopmentofteacherschallengesandpossibilities
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Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

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