Title: All Teachers are Reflective Teachers
Headings: The Importance of Teacher Reflection
The Importance of Teacher Reflection
'Reflect-in-Action'
Methods of Teacher Reflection
What to Do With Reflections
Sources

Content: Yet, there very little evidence to indicate how much reflecting a teacher should do or how she should go about it. Research—and there is little published recently on the subject—suggests that the amount of reflection a teacher does or how she records that reflection is not as important as the timing. Teachers who wait to reflect, rather than reflecting immediately after presenting a lesson or unit, may not be as accurate as those who record their thoughts immediately. In other words, if a teacher's reflection is distanced by time, that reflection may revise the past to fit a present belief. 'Reflect-in-Action'
Teachers spend so much time preparing for and delivering lessons that they often fail to record their reflections on lessons in journals unless required. Instead, most teachers "reflect-in-action," a term coined by philosopher Donald Schon in the 1980s. This is the kind of reflection that occurs in the classroom in order to produce a necessary change at that moment. Reflection-in-action contrasts with reflection- on -action, in which the teacher considers his actions soon after instruction in order to be able to make adjustments for similar teaching situations in the future. Methods of Teacher Reflection
Despite the lack of concrete evidence supporting reflection in teaching, educators are generally required by many school districts to reflect on their practice as part of the teacher-evaluation process. There are many different ways that teachers can include reflection to satisfy evaluation programs and enhance their professional development, but the best method may be one where the teacher reflects frequently.