CT-7500

Burgoyne, M.B., & Chuppa-Cornell, K. (2018). If I tried this idea again: Developing faculty professional growth through reflective practice. Reflective Practice, 19(6), 818-831.
This article discusses a faculty professional growth project in which a library faculty employed reflective and deliberate practice techniques regarding their instruction of information literacy outcomes. The faculty submitted reflections that were used to identify and assess essential elements of effective teaching and learning. Evidence was found of faculty growth in their application of active learning techniques as well as growth in their reflective writing. Although this article focuses on faculty in higher education, the benefits found can be generalized for all educators.

Frontier, T., & Mielke, P. (2016). Making teachers better, not bitter: Balancing evaluation, supervision, and reflection for professional growth. Association for Supervision and Curriculum Development.
In Chapter 4: Reflection as a Component (pp. 118-159), you will learn how reflection can aid teacher evaluation and professional development. Reflection is seen as an important component of a balanced system of evaluation, supervision, and reflection in teacher development. Behaviorist, cognitivist, and humanistic perspectives of reflection are discussed. Both positive and negative examples of using reflection are provided, and the authors determine that reflection aids teachers in their growth but also, in turn, aids students. Although this chapter is focused on teachers, the discussion is appropriate for educators at all levels.

Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide. Taylor and Francis Group.
Read Chapter 2: Becoming a Reflective Practitioner (pp. 21-35). This chapter looks at what it means to be a reflective practitioner and how reflection can help identify the positive and perhaps problematic practices in your work. It enables you to set an agenda for improvement. The chapter also takes you through a strengths-based reflective strategy to guide your reflection. Researchers who studied reflection and practice, such as Dewey, Habermas, and Simons, are explored. This chapter links theory and practice related to reflection and provides a concrete reflective process to implement.

Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education.Teaching and Teacher Education, 55, 198-206.
This article examines the reflections of 13 elementary student-teachers as they progressed through a practicum experience. The article examines how reflective practice contributed to their professional reflection can positively influence practice and shape teacher identity.

Modesto, O. (2020). Using autobiographical writing as a metacognitive approach to teacher development. Journal of Instructional Pedagogies, 24, 1-12. ERIC EJ 1263986
This article examines the use of autobiographical writing as a metacognitive approach to develop and deepen teachers' professional learning that is not commonly addressed in traditional modes of professional development activities. The author found that aspects of autobiographical writing engendered self-awareness, and reflection intersected with metacognition.