Reflective practice yields deeper understanding of teachers' own teaching style and greater classroom effectiveness¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The primary benefit of reflective practice for teachers is a deeper understanding of their own teaching style and ultimately greater effectiveness as a teacher. → Ferraro 2000

Evidence¶

Ferraro 2000¶

Ferraro, Joan M. (2000). Reflective Practice and Professional Development. ERIC Digest. https://eric.ed.gov/?id=ED449120

q2 · i? · review · r2

The digest's benefits section states this as its primary claim, drawn from a review of current literature. Other benefits noted include "the validation of a teacher's ideals, beneficial challenges to tradition, the recognition of teaching as artistry, and respect for diversity." No empirical data or effect sizes are reported in the digest itself.

"The primary benefit of reflective practice for teachers is a deeper understanding of their own teaching style and ultimately, greater effectiveness as a teacher."

Discussion¶

Related Claims¶

• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it
• Peer reflective groups encourage student teachers to challenge existing theories and model collaborative professional development — related
• A preservice secondary mathematics teacher's philosophy evolved subtly over a year, appending a 'deeper understanding' view to his original absolutist theory of mathematics — related
• Perturbation or dissatisfaction with current beliefs, stimulated by reflecting on experiences through the NCTM Standards, was an important stimulus for change in a preservice teacher's philosophy — related
• Relationship-focused PD shifts teacher conceptions of rigor and safety in argumentation instruction — related
• The authors report that teachers' lives are enriched by students' deeper understanding of their own stories and openness to authentic stories of others — related