• Challenge own perceptions, values, and assumptions through reflective inquiry to develop innovative solutions to complex educational problems;
• Participate in collaborative reflection with others to foster a culture of shared learning, challenge existing norms, and promote equitable practices.;
• Adapt teaching methods and approaches based on critical and creative reflective insights, fostering flexibility in responding to diverse student needs;
• Interpret data related to student performance, classroom dynamics, and systemic factors leading to informed decision-making;
• Advocate for equitable policies and practices by highlighting how power dynamics and systemic inequalities influence teaching and learning.

• Describe the key components of reflective practice within an educational environment;
• Critically evaluate various reflective models and frameworks, such as Schön’s reflective practitioner model, Dewey’s reflective thinking model, and Gibbs’ reflective cycle;
• Understand the significance of reflective practice in enhancing learning environments and for professional growth;
• Identify challenges in teaching and learning and through critical reflective strategies develop effective and equitable solutions;
• Contextually describe the relevant professional standards, codes of ethics, and guidelines for reflective practice in teaching;
• Comprehend the influence of cultural, social, and contextual factors on reflective practice;
• Evaluate how national and international policy and context frame practice, and strategies to challenge existing norms.

• Utilise strategies associated with reflective writing to critically examine personal beliefs, biases, and assumptions.;
• Apply ethical and professional standards to navigate conflicted situations, and complex dilemmas in their practice;
• Sharpen critical thinking skills to analyse and evaluate educational practices and experiences, challenge assumptions and promote evidence-based decision-making.
• Develop a deeper understanding of personal teaching styles, strengths, and areas for improvement through self-reflection;
• Cultivate empathy and cultural competence by reflecting on personal biases and understanding diverse perspectives in education.

This module will be assessed through: Reflective Journal; Forum.

Core Reading List

1. Antonietti, A., Confalonieri, E., & Marchetti, A. (2014). Reflective thinking in educational settings: A cultural framework. Cambridge University Press.
2. Pollard, A. (Eds.). (2018). Reflective teaching in schools (5th ed.). Bloomsbury.
3. Schön, D. A. (1997). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Supplementary Reading List

1. Amzat, I. H., & Padilla-Valdez, N. (2017). Teacher Professional Knowledge and Development for Reflective and Inclusive Practice.
2. Bassot, B. (2023). The reflective practice guide: An interdisciplinary approach to critical reflection (2nd ed.).
3. Bolton, G. E. (2018). Reflective practice: Writing and professional development (5th ed.). Sage.
4. Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
5. Education Endowment Foundation. The Teaching and Learning Toolkit. https://educationendowmentfoundation.org.uk/
6. Johns, C. (2022). Becoming a reflective practitioner (6th ed.). Wiley-Blackwell.
7. Waring, M., & Evans, C. (2015). Understanding pedagogy: Developing a critical approach to learning and teaching.