Professional Reflection : An Easy Way to Improve Educational Work of Teachers?

Abstract

With current curricular changes in education and increasing pressure on teachers to enhance the effectiveness of educational practice, it is becoming ever more important to focus on the evaluation of one's own personality and professional expertise. This can be facilitated through the reconstruction of teaching practices, followed by the modification of educational objectives and means. The paper analyzes the significance of professional reflection in teachers' work and the myths regarding the challenges of its implementation. It is argued that successfully engaging in reflective practice—and obtaining meaningful outcomes —depends, on the one hand, on a proper understanding of reflection within the professional context and, on the other hand, on the experience of the educational stakeholders and the school culture that shapes the conditions that support contributions to educational knowledge. Arguments in favor of encouraging reflection among novice teachers (i.e., student teachers) are also addressed, as it serves as a tool for updating their knowledge and skills in response to school requirements and students’ educational needs. A useful strategy for promoting such reflection is “The Magnificent Seven” within teacher training faculties. In conclusion, the necessity of systematically obtaining, evaluating, and utilizing feedback as an approach to personal development and professional growth is emphasized. This underscores the critical role of continuous professional learning, as highlighted in the final dimension of the professional standards for primary and secondary school teachers.