Reflection: Is It A Promising Or Spurious Tool For Teachers' Professional Development?

Abstract

Professional development is seen as a fundamental aspect in teachers‟ careers if they want to “remain up to date in their knowledge of the curriculum, wise in their selection and use of a repertoire of pedagogical skills, committed and enthusiastic about their work and the students they teach, self-confident, and clear about their purposes” (Day, 2001, p. 1). It has been emphasised worldwide that, without reflection, the achievement of professional development is unlikely to happen. This is because reflection allows teachers to constantly question their assumptions and beliefs, analyse their practice and look for alternatives that lead to better practice (Burton, 2009; Richards, 2004; Artzt, 2002; Margolis, 2002). However, reflection that leads to professional development remains rare within a teaching career (Farr, 2010) and as a term it continues to be debated in the field of education. It has received significant critiques (Akbari, 2007; Hobbs, 2007; Fendler, 2003; Zeichner & Liston, 1996; Smyth, 1992). Given that, the aim of this paper in first part is to stress the fact that, although reflection can be crucial in the teaching profession, it should be problematised as a promising tool for teachers‟ professional development in terms of its meaning, implementations, implicit assumptions and application in a managerial culture. I will finish this paper in second part by talking about my personal experience throughout my career with regards to reflective practice.