Reflective Teaching: Unlocking Educator Growth

A: Let’s start at the very beginning: when we talk about reflective teaching, what exactly do we mean?

B: Is it just thinking about how your lesson went, or is there more to it?

A: A great question. It's definitely deeper than just thinking. Reflective teaching is about critically examining what you did in class, why you made those choices, and—crucially—how you might improve next time. Think of it as intentional, ongoing professional development.

B: So it's almost like a cycle: you do something, pause to analyze it, and then plan changes? Or am I oversimplifying that?

A: You're on the right track! At its core, it's about self-evaluation and learning from experience. You analyze what happened, draw on your knowledge, and then turn those insights into strategies for change—all aiming for better student outcomes. And, importantly, this reflection can be as quick as a daily thought or as sustained as a portfolio developed over a year.

B: Okay, but is all reflection the same? Or are there different types and depths of reflection teachers should think about?

A: Excellent point! There are actually distinct types: reflection-for-action (before, when you plan lessons), reflection-in-action (during, as you adjust in real-time), and reflection-on-action (after, when you look back to inform future practice).

B: So it matters when and how you reflect. What about the level—like, sometimes I just react on autopilot, and other times I really dig deep. Does that fit?

A: Precisely. We move through levels: pre-reflection is almost automatic. Surface reflection looks at methods or outcomes. Pedagogical reflection draws on theory, while critical reflection weighs ethical or broader social implications. Each step up means more complexity... and more growth.

B: It sounds... almost overwhelming! Is there a process to help organize all this?

A: Absolutely—Akbari's model is quite helpful. Step one: describe what happened. Step two: analyze the situation. Third: theorize alternatives. And lastly: act, applying what you’ve learned. It’s a structured spiral, not a straight line.

B: That’s reassuring. And are there practical tools beyond just personal thinking? Like, what helps teachers keep up this habit?

A: There are many: group forums, mentoring between novice and experienced teachers, blogs for sharing and archiving. Other tools include portfolios—especially e-portfolios for ongoing reflection—journals, and even microteaching sessions with peer feedback. Each supports reflection in a different way, whether individually or collectively.

B: But I imagine it’s not all smooth sailing. What gets in the way?

A: Plenty! Social dynamics, limited time, assessment pressures, gaps in reflective skills, even personality factors. Not everyone finds it easy to critique themselves. But the most reflective teachers tend to be open-minded, responsible, and sincerely interested in growing—and that can influence whole schools, not just individuals.

B: So, reflection isn’t just about fixing mistakes—it’s about lifelong learning, right?

A: Exactly. It's about ongoing improvement, strong relationships, and thoughtful responses to challenges. As Schön, Zubizarreta, and Killen all highlight, reflection shapes not just your teaching but your professional journey.