Strategies applied to strengthen reflective practice in initial and continuing teacher education: a systematic review (2019–2025)

Abstract

This systematic review analyzed 21 articles published between 2019 and 2025 in indexed databases (Scopus, Web of Science, SciELO, DOAJ, and Dialnet) with the purpose of analyzing the strategies implemented to strengthen reflective practice in teachers in initial and continuing education. The results of the study were organized into five thematic categories: The construction of professional knowledge is achieved through a dialogic process. Formative accompaniment and support structures are also integral components of this process. Instruments for self-reflection and continuous improvement are necessary for the development of professional knowledge. Integration of technological resources for reflection is also a component of this process. Finally, reflective evaluation and transformation of teaching practice are essential for the advancement of professional knowledge. The findings indicate a tendency toward the implementation of applied strategies, wherein the dialogic construction of professional knowledge emerges as a prevailing paradigm. This construct is defined as a series of methodologies that foster collective interaction, dialogue, and communication, thereby serving as a conduit for the development of pedagogical knowledge and the integration of reflective practice within teaching methodologies. It is noteworthy that the efficacy of reflective practice is maximized when executed in a collaborative manner. It has been demonstrated that other frequent strategies incorporate instruments of self-reflection and continuous improvement, which have been shown to strengthen autonomy and pedagogical innovation. It has been determined that the strategies employed to enhance reflective practice serve as a unifying framework within the context of teacher professional development, thereby facilitating a trajectory of sustained advancement in contemporary educational training.