Reflective Teaching: Elevate Your Educational Practice

A: Let's start with the basics: when we talk about reflective teaching, we mean an educator consistently asking, “What did I do, why did I do it, and how might I do it better?” It's more than just remembering—it's active, critical thinking that drives professional growth, helping us adjust to our students’ wide-ranging needs.

B: So it’s not just, “Well, that lesson worked,” or “Oops, that fell flat”—it’s digging into the why behind it? But what’s the difference between reflecting on my teaching methods versus questioning my own beliefs about teaching?

A: Great question. Self-evaluation runs deep: it’s both examining your classroom moves and the core beliefs guiding them. Sometimes we use a strategy out of habit, not because we believe it’s best. Reflective teaching is analyzing experiences, building knowledge from context, then choosing changes that truly match who we aim to be and what our students need.

B: That seems like a lot to juggle… Is there a structure, or does everyone just sort of reflect in their own way?

A: There’s real structure to it! Think of reflection happening on three time scales: before teaching—“reflection-for-action”—where you plan and anticipate; during teaching—“reflection-in-action”—when you adjust on the fly; and after, “reflection-on-action”—where you unpack what happened and why.

B: I used to think reflection was strictly about looking back, but that makes it sound much more dynamic. Are there different depths or levels to this? Like, is simply wanting improvement enough?

A: Basic awareness is fine as a starting point—what we call pre-reflection, mainly acting on autopilot. After that, you get surface reflection: tweaking methods. Pedagogical reflection taps theory and research. And the deepest? Critical reflection considers ethics, values, and the bigger social picture.

B: And this can be solo or collaborative, right? Like writing in a journal or talking with colleagues?

A: Exactly. Some educators jot daily notes, while others do monthly deep dives or group discussions. Individual reflection helps you dig into personal habits, and collective reflection surfaces shared challenges and new strategies. Both approaches help you evolve.

B: What about tools? I’ve heard microteaching can be pretty effective—what else is out there?

A: A variety! Journals and blogs are fantastic for archiving experiences. Portfolios—including e-portfolios—track growth over time. Microteaching lets peers or mentors give targeted feedback. And don't overlook forums and collaborations—they turn isolated insights into shared professional learning.

B: But real talk…what gets in the way? I can imagine there are lots of roadblocks—

A: Absolutely. Social settings can feel unsupportive, some teachers hesitate to self-critique, or lack certain analytical skills. It’s also tough to spot your own blind spots, especially under assessment pressure or if your personality leans cautious. But awareness is a first step.

B: So how do you make all this actually work? Like, in a practical sense?

A: That’s where Akbari’s four steps come in: Describe the experience, Analyze what happened, Theorize different approaches, and Act by putting your best insight into practice. It’s a repeatable loop for steady growth.

B: I like it! For my next lesson, I’ll jot down what I plan to try, keep notes as I teach, and then review what worked and what didn’t. Over time, I’ll probably notice better results—and, honestly, it sounds like a way to keep finding satisfaction in teaching too.