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Collaborative reflection as a means to improve teachers' reflective skills: a community of practice perspective.

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Title: Collaborative reflection as a means to improve teachers' reflective skills: a community of practice perspective.
Authors: Kamali, Jaber1 Jaber.kamali@ihu.edu.tr, Javahery, Pourya2
Source: Reflective Practice. Apr2025, Vol. 26 Issue 2, p246-261. 16p.
Subject Terms: *Psychology of teachers, *Interprofessional relations, *Elementary schools, *Professional employee training, *Research methodology, *Imagination, Sample size (Statistics), Interviewing, Reflection (Philosophy), Judgment sampling, Thematic analysis, Conceptual structures, English language, Professional competence
Geographic Terms: Iran
Abstract: This study aims at using collaborative reflection to see how it impacts teachers' breadth and depth of reflection on teaching practice. To do so, as a part of an in-house professional development program of two schools of languages in Iran, eight teachers attended four sessions of collaborative reflection in which they focused on teacher talk. In these sessions, they wrote a reflective note about a teaching session they had observed for 20 minutes, engaged in a discussion with their peers for an additional 30 minutes, and wrote another reflective note after the sessions in another 20 minutes. Their reflective notes were compared to find possible differences. To corroborate the data, the teachers all completed narrative frames and attended semi-structured interviews in which they discussed any changes in their thoughts and the reasons for the changes. The gathered data were analyzed using in-depth thematic analysis, which involved iterative coding and theme identification to uncover differences in reflective depth and diversity. The findings indicated that collaborative reflection significantly enhanced teachers' reflective skills, leading to more practical, and more diverse reflections. This study suggested that incorporating collaborative reflection in professional development programs can foster critical thinking and continuous improvement among language teachers. [ABSTRACT FROM AUTHOR]
Copyright of Reflective Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Collaborative reflection as a means to improve teachers' reflective skills: a community of practice perspective.
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: This study aims at using collaborative reflection to see how it impacts teachers' breadth and depth of reflection on teaching practice. To do so, as a part of an in-house professional development program of two schools of languages in Iran, eight teachers attended four sessions of collaborative reflection in which they focused on teacher talk. In these sessions, they wrote a reflective note about a teaching session they had observed for 20 minutes, engaged in a discussion with their peers for an additional 30 minutes, and wrote another reflective note after the sessions in another 20 minutes. Their reflective notes were compared to find possible differences. To corroborate the data, the teachers all completed narrative frames and attended semi-structured interviews in which they discussed any changes in their thoughts and the reasons for the changes. The gathered data were analyzed using in-depth thematic analysis, which involved iterative coding and theme identification to uncover differences in reflective depth and diversity. The findings indicated that collaborative reflection significantly enhanced teachers' reflective skills, leading to more practical, and more diverse reflections. This study suggested that incorporating collaborative reflection in professional development programs can foster critical thinking and continuous improvement among language teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reflective Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184650517
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      – Type: doi
        Value: 10.1080/14623943.2024.2426279
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 16
        StartPage: 246
    Subjects:
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Imagination
        Type: general
      – SubjectFull: Sample size (Statistics)
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Conceptual structures
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: Iran
        Type: general
    Titles:
      – TitleFull: Collaborative reflection as a means to improve teachers' reflective skills: a community of practice perspective.
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            NameFull: Kamali, Jaber
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            NameFull: Javahery, Pourya
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              Text: Apr2025
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              Y: 2025
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