Reflecting on reflection: a case study of one teacher's early-career professional learning

Abstract

Background: It is widely claimed that critical reflection upon experience is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about the benefits of reflection both for the teacher as person and professional; however, there is a lack of in-depth research on the reflective process conducted by teachers. Purpose: To illustrate and understand the process of critical reflection as it was experienced and used by one teacher to support his early career professional development. Participants and setting: A case study of one physical education teacher in a secondary school in Malta.Research design: The research takes the form of a self-study undertaken over a 30-month continuous period. The teacher-researcher was engaged in case-study research in which aspects of action research, self-study and writing as a research method were combined. Data collection: The teacher-researcher kept detailed reflective journals in which his experience of engaging in the process of professional learning through critical reflection was recorded meticulously. Data were collected at three levels: reflection upon personal practice, pupils' learning and 'official' professional development activities. Reading of the wider research literature was incorporated into the reflective process. Data analysis: Data analysis was ongoing throughout the research and a systematic grounded theory process was undertaken at the end of the 30-month data collection phase. Findings: The process of reflection is characterised as a 'reflective odyssey'. At the beginning of the process, it was difficult for this teacher to engage in reflection in a meaningful way; however, once the habit of reflection became established, it was impossible to stop reflecting. Reflection was, at times, an uncomfortable experience and it leaked into this teacher's personal life. Reflection was not foolproof nor did it automatically lead to changes in practice. Conclusions: Although it was neither easy nor straightforward, this teacher found engaging in the process of critical reflection to be a valuable experience because it gave him a powerful sense of control over his professional learning and his professional life. IntroductionThis article is about one teacher's early-career learning. It provides an unusual research perspective on professional development because detailed data were collected and analysed by one teacher-researcher focusing on himself as a teacherlearner during a three-year period of his early career. It has long been claimed that educational research lacks the kind of knowledge to be gained from practitioners researching their own practice (Little, 2002;Brouwer & Korthagen, 2005). This article, therefore, attempts to offer critical insight into the process of early-career teacher learning 'from the inside'. If successful, that is, if other teachers, professional developers and researchers are able to learn something of value from it, then it has achieved its purpose of being research of intense...

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