Educating In-service Teachers of Educators as Reflective Practitioners

Abstract

This case study investigated influences of compiling a reflective teaching portfolio on early year’s teachers in a private school called “The Educators” situated in Lahore, Pakistan. The study aimed at investigating the change in level of reflection of teachers during the portfolio writing process. A sample size of eight teachers was selected with at least two years of teaching experience. Initially the teachers were given a two day training on portfolio writing, after which they had to write reflective portfolios for each teaching day of the month. Focus group sessions were conducted on every Friday of the month. Focus group analysis and portfolio comments of the teachers showed improved level of reflection after a month. The findings discussed provide a detailed analysis of the level of reflection of each teacher that is measured using a rubric, called REPORT (Rubric for Evaluating Portfolio Reflective Thinking). Teacher’s reflective practices were stimulated by the portfolio process and weekly focus group discussions. REPORT scores and repeated measures ANOVA results, indicated a significant progress in teacher’s reflective practices. It also promoted a more critical understanding of what it means to be a reflective practitioner. Among these, the writing involved in the portfolio process appears to be one of the most important factors in promoting reflection. Further research is recommended to expand the scope and scale of this study.