Reflective Practitioner

Abstract

A survey based on conceptual reflective practice models explored perceptions of the reflective practitioner role and evaluated the scope of teaching practitioners’ engagement in reflective practice. Were reflective activities critical or mechanical? Findings supported aspects of inclusive reflective teaching practice, components for a critical curriculum. However, a tendency towards a mechanistic approach to criticality related to research and subject pedagogy could undermine curriculum development. Findings suggested a need to move beyond instrumental reflection, with implications for teacher training and further recommending the need to make intellectual space to develop pedagogic processes for contextualised critical reflection and praxis for inclusive teaching and learning as key attributes of the reflective practitioner.