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Problems and the Liberating Power of Reflective Practice

The reflective model of professional learning has a strong influence on the development of educational practice and curriculum in an educational institution. The development of reflective capacities requires a lot of time, dedication and reflection ; therefore, many teachers are more inclined towards instructive forms of professional development. Reflection and reflectivity are key elements of achieving responsible and ethical practice as well as the development of teacher autonomy. For the development of such a practice, it is necessary to develop a collaborative atmosphere of trust so that teachers decide to openly discuss their doubts and problems with their colleagues. Therefore, the development of a collaborative culture of the institution, i.e., the reduction or elimination of hierarchy, is an important prerequisite for the establishment of reflective practice in an educational institution. The paper examines several challenges faced by teachers in the process of developing their own reflective competencies and reflective practice. Reflective practice can be a powerful liberating force, but it is always a process that needs to be coordinated with the individually different possibilities of the institution and the individuals in it.

Educational practice, discussion, reflectivity, collaborative culture

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