This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. Signature ………………… ABSTRACTThis study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development.In particular this study explores the Cypriot primary school teachers' understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection.The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice.The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, In addition a mismatch emerged between the Cypriot primary school teachers' views of reflection and their long term goals for professional development.This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation. The aims and goals that should be pursued in each primary school are also decided by the MOEC. Circulars are sent to each primary school at the beginning of each year in which these goals are specified and directions for their implementation are provided. 4If a certain school decides that it is necessary to pursue more goals than the goals prescribed by the Ministry, it has the freedom to do so, as long as the latter goals are not neglected. The curriculum for the primary school or any changes in this curriculum are prescribed by the MOEC. Textbooks with which this curriculum will be taught, as well as teachers' books, are prepared and sent to schools by services approved by the MOEC. Guidelines about the teaching of this curriculum are also sent by the MOEC either through circulars or editions like the "Curriculum Programmes for Primary Education" (MOEC, 1997).Opportunities for professional development are provided by the MOEC and the Pedagogical Institute (tertiary level institute responsible for in-service training).These opportunities include circulars, teachers' books and short seminars by the MOEC and afternoon voluntary classes by the...

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In a previous paper (Loizou, F. 2011. How Cypriot primary school teachers promote their professional development through reflective practice. Education 3-13 39, no. 3: 233-247.) I explored the concept of theories-in-use within a qualitative research study in order to analyse the role of reflection in bringing about change in the practice of 18 Cypriot primary school teachers. In this article, I build on the findings of this study in order to explore further why reflection on practice which remains unexamined through professional exchange can have a limiting effect on professional development. In particular, I aim to examine which devices can develop in the unconscious in order to protect unsound theories-in-use and reinforce discrepancies between actions and espoused beliefs. Furthermore, I discuss why these devices block awareness of the need to change. Finally, I make hypotheses about when the above devices could have been developed in the Cypriot teachers' unconscious. The article concludes with suggestions about how the activation of the above devices can be limited or prevented.