Modelling teachers’ reflective practice

Abstract

Previous research highlights challenges in modelling teachers’ reflective practice to explore and identify their beliefs and reflections. This paper explores how methodical triangulation, combining reflective dialogues and various reflective tools, enhances teachers’ awareness of their beliefs and reflections. It facilitates a deeper exploration of teachers’ beliefs and reflections related to learning and teaching. The study is based on a descriptive analysis of reflections generated in three different individual reflective dialogues with six lower secondary teachers. The findings indicate that triangulation strengthens the teachers’ reflections, particularly through using visual reflection tools and the researcher as a “reflective catalyst’. This combination increases their awareness of their own beliefs and encourages reflection.