Reflective Practice and Teacher Professional Learning

This paper addresses the utilisation of reflective practice to foster teacher professional

learning by critically reviewing recent research and other relevant literature. The paper concludes

that reflection and reflective practice are vital to teacher professional learning owing to the theorypractice gap, the research-practice gap, limitations of the managerialist approach to professional

development, and the unstable nature of the teaching career. Appropriate models and frameworks

for reflection are available for application, accompanied by the suggestions to extend reflective

practice beyond its private mode.

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career. Thirdly, although reflection is a form of informal learning, it should be done consciously and structurally. Of many models or frameworks of RP, there are ones that are particularly appropriate to teacher professional learning. Besides, for productive reflection, individuals need to equip themselves or to be equipped with a certain set of skills. Finally, RP can move out of individuals’ particular context, and it could be both mono- and cross-cultural. References [1] Pham, D. N. T., Obstacles to lifelong learning in Vietnam and some suggested solutions, VNU Journal of Education Research, 30 (2014) 21. [2] Knight, P., A systemic approach to professional development: Learning as practice, Teaching and Teacher Education, 18 (2002) 229. [3] Darling-Hammond, L., and McLaughlin, M. W., Policies that support professional development in an era of reform. Phi Delta Kappan, 76 (1995) 597. [4] Davenport, T. H., and Prusak, L., Working knowledge, Harvard University Press, Boston, 1998. 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