Reflective Practice and Teacher Research: Catalysts for Teacher Growth

Abstract

In this article, I explained that concept and practice of teacher research were regarded as difficult for a novice teacher. I reflected how I could have benefited from the reflective practice and teacher research in promoting my growth as a teacher. This was a qualitative self-study research. It drew upon data from reflective journal notes as well as secondary sources of evidence derived from the findings of over 30 researches I had conducted. I reflected about teacher research at two levels -the personal perspective and the teachers' perspective. I shared how the reflective practice nurtured my research efforts. I observed how I grew as a teacher and how the notions of research changed as I delved more into the world of inquiry for continuous improvement of career as an educator. Research, specifically action research, became enquiry and learning in classroom practice. I also shared my thinking about what research meant for teachers in general, what issues they faced and what conditions hindered and enabled their research efforts. I noted that there were constraining factors and inhibiting factors that hindered the research efforts, but they were mitigated by conditions that motivated research. These were the opportunity conditions, the enabling conditions, and the enhancers. In conclusion, I noted that the strategies for continuous self-improvement were reflective practices and research into best classroom practices. In this way, reflection and research became ingrained in the practice; on-going educational research and development became a driver for change and continuous improvement, in addition to enhancing professionalism and quality learning.

Educational administrators’ perceptions of influential factors in cultivating and enhancing professional competencies among preschool teachers in the Southeastern region of Vietnam

“…The realm of education thrives on commitment to continuous self-improvement and the cultivation of expertise (Huah, 2021). The subjective factor of self-study and selfimprovement capacity occupies a central role in shaping the professional competencies of preschool teachers.…”

Reflective practices of teaching at University level: A Gender-wise discrimination

“…We need to reflect on actions and recall what has been done to figure out how our information and understanding of our actions may have contributed to unexpected consequences. Reflection-on-action also includes thinking back on what has been done to figure out how one's knowing-in-action possibly has contributed to the resolution of the issue or problem (Huah, 2021;Schön, 1987). Wilkes and Chapman (2015) affirmed that teachers might take instant action based on situations because this can be valued as the approach to thinking and learning about actions.…”