Teacher reflection on action has been studied extensively in the last 25 years. To appreciate the concept and its use, we should look at the key features of reflection on action (TRA) as identified in research and what teachers state is typical of reflection. In three other studies we have explored possible alignments among (1) what has been claimed (using 50 conceptual papers); (2) what has been disseminated to teachers (using 122 articles on teacher development); and (3) what has been described by teachers (analyzing 49 teacher accounts of reflection practices). As a result of this exploration, we found little empirical evidence for what has been stated in theoretical essays. The research-based papers revealed that the studies conducted were not very relevant for key characteristics of TRA as identified by the theoretical papers. Furthermore, in attempting to gauge teachers' reflections, the research does not really reflect what is advocated by models of reflection. These findings led us to conclude that the concept of teacher reflection on action is still very much in flux and may not be adopted as intended in programs of teacher professional development and teacher education.Keywords: reflection on action; teaching; teacher professional development; teacher education; research on teaching; teacher learning
IntroductionThe concept of teacher reflection has been advocated in the literature on teaching and teacher education for several decades, and has been given many meanings (Edwards, Gilroy & Hartley, 2002). What is commonly described as reflection is a process in which teachers conceive their work as subject to self-examination and continuous learning (Van Manen, 1997). Regardless of nuance, the central idea in research literature is that through reflection the teacher better understands and extends his/her professional activity, and that reflecting on teaching problems will lead to new insights for practice. The claim is that the overall benefit of this process of scrutiny is that it will enrich, systematize and construct professional knowledge (Carr & Kemmis, 1988;Cochran-Smith & Zeichner, 2005; Elliot, 1991; Kemmis & McTaggart, 1988;Liston & Zeichner, 1993). However, despite the various positions on reflection and the many articles that promote or justify these ideas (theoretical essays, meta-analyses and research studies; see Edwards et al., 2002), it is still an open issue whether proposals, often framed as models to enhance reflective practice, align with actual processes that describe the nature of these reflections on behalf of actual teachers (Kane, Sandretto & Heath, 2002).Given the wealth of prescriptive essays (those that encourage reflection on action in teaching), it is still a question whether key features identified in conceptual and research-based models have any bearing on actual practice and may, if what is claimed as a ground for reflection, be recognized in actual reflection in teaching. The extent to which the talk and the walk (Mena Marcos & Tillema, 2006) are present may indicate the...