The Reflective Practice of Primary School Teachers

Abstract

Reflection and teaching are regarded as processes that require constant adaption, in order for them to be effective (Ghaye and Ghaye, 1998; Ghaye, 2011; Pearson, 2012). Reflection is regarded to be a complex concept (Sparks – Langer, 1992; Pedro, 2011), with literature discussing various reflective methods, all of which are aimed at facilitating professional development (Mortari, 2012). This study explored the specific ways in which in service primary school teachers reflect and what factors affect their reflective practice. This lent itself to a qualitative approach, which was carried out through the use of focus groups and open ended questions, which were done through the cooperation of four local schools and their teachers. The results were then inductively and deductively analysed and two main themes were identified: Types of reflection and Objects of reflection. Subsequent sub categories were identified within these themes, allowing for an in depth discussion. The findings recognised similarities with the literature concerning the types of reflection used within teaching; whilst also highlighting factors that impact upon their depth of reflection, which the literature fails to discuss. Conclusions were subsequently reached identifying the importance and role of reflection within an in service primary school teachers practice. This study therefore lends itself to assisting in any future research that may be conducted upon reflective practice by in service primary school teachers.