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: our editorial process
Melissa Kelly
Updated March 19, 2020
A reflective teacher is an effective teacher. And educators do tend to reflect on their teaching methods. In an article titled "Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations," researcher Lynn Fendler states that teachers are reflective by nature as they continuously make adjustments in instruction. "The laborious attempts to facilitate reﬂective practices for teachers ﬂy in the face of the truism expressed in the epigraph of this article, namely, that there is no such thing as an unreﬂective teacher." 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.