| Title |
Exploring teachers’ professional growth through reflective practice in school settings |
| Authors |
Kaunickienė, Natalija ; Bubnys, Remigijus |
| DOI |
10.54337/ecrpl25-10916 |
| ISBN |
9788776421045 |
| Full Text |
|
| Is Part of |
Proceedings for the European conference on reflective practice-based learning 2025, Aalborg, November 17th–19th 2025.. Aalborg : Aalborg University, 2025. no. 3, p. 27-46.. ISSN 2795-0123. ISBN 9788776421045 |
| Keywords [eng] |
teacher ; professional growth ; reflective practice ; school settings |
| Abstract [eng] |
Teacher professional growth is a reflective and contextual process shaped by both personal and institutional factors. This study aim investigates how reflective practice within school settings fosters professional development, focusing on teachers’ experiences in a Lithuanian general education school implementing a unique personal professional development (PPD) framework. Sixteen teachers participated in semi-structured phenomenographic interviews to explore their reflective experiences. Analysis using phenomenographic methodology revealed three interrelated categories of professional growth: (A) changes driven by individual reflection, (B) collegial collaboration aligning personal and institutional goals, and (C) development enabled by the school’s organisational framework. These categories form a recursive structure within the PPD framework, where each one supports and enhances the others. This study emphasises Category A – reflection-driven growth – as a foundational method for learning from one’s own and others’ experiences. Teachers who engaged in continuous, systematic reflection – linking theory and practice – demonstrated improved self-awareness, enhanced pedagogical practice, and a stronger professional identity. Key elements contributing to growth include personal attitudes, student-focused teaching, and emotional engagement in teacher-student interactions. The findings highlight the significance of structured reflective practice as a catalyst for sustained teacher development in school contexts. |
| Published |
Aalborg : Aalborg University, 2025 |
| Type |
Conference paper |
| Language |
English |
| Publication date |
2025 |
| CC license |
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