Reflective practice: a cornerstone for professional growth

Dawa Lahmu Yolmo

While people around the world were crippled by the pandemic in 2020 and almost everyone was enclosed in the safety of their homes, a group of teachers – more accurately learners – had come together, and in their own mysterious ways, had given rise to a new method that will perhaps be the foundation of a novel approach in teacher development. A Learning Community of Reflective Teachers, edited by Dr. Neeraja Raghavan, is a compilation of stories that are embedded with new-age perspective and wisdom on what a group of self-driven teachers can do to bring about change in their classrooms, pedagogy, and their community. The pandemic was a catalyst for change in education, and this book captures the spirit of embracing change with courage and creativity.

The book begins with one of the most critical yet ironically neglected questions, ‘What can be done to empower teachers to move from an outcome-driven approach to a process-driven one?’ It is nothing short of a new beginning when a group of teachers from around the country start their journey of becoming the change agents for their community.

The first two chapters capture the formation of a Learning Community of Reflective Practitioners (LCoRPs) in an engaging narrative preparing the readers for the action researches conducted by teachers across the country in diverse institutions, age-groups, and objectives. These researches are based on systematic inquiry and reflective practices that serve as a valuable resource for teachers, teacher educators, and heads of institutions to improve their teaching practices and enhance student learning.

Since each account is based on actual teaching practices, the writing is both engaging and relatable. The inclusion of real-life examples and evidence in the form of reflective questionnaires, student work, and data add depth, helping readers see the practical implications of this practice. Each case study seamlessly integrates with the others in underscoring the importance of reflection, encouraging practitioners to continually evaluate and adapt their approaches. This provides a holistic view of how reflective practice can be cultivated within learning communities. It emphasizes the iterative nature of reflection, presenting it as an ongoing process of self-examination and improvement. Another key feature that makes this book a great source of inspiration for educators is the fact that each of these case studies originates from the intrinsic willingness of a teacher or teacher educator to bring about a change in their practices or community. The book elucidates the point of teachers as ‘change agents’ when empowered.

Consisting of eight action research projects, each case study provides numerous practical strategies and tools that educators can implement in their own settings. All these narratives do not shy away from addressing the challenges that come with the creation and maintenance of consistency in a reflective learning community. Issues such as time constraints, resistance to change, self-doubt, and varying levels of teacher commitment are thoughtfully and honestly addressed. The authors offer realistic approaches and solutions that support them with the upkeep of the momentum and pace of the projects, making the vision of a reflective learning community attainable. The references to seminal works in the field provide a solid theoretical foundation for the practices advocated.

A Learning Community of Reflective Teachers is an insightful and comprehensive exploration of the dynamics and importance of fostering a collaborative and reflective environment among educators. This book provides a robust framework for teachers who aim to continually evolve in their profession through reflective practices and community engagement. It emphasizes the significance of reflective practice as a cornerstone for professional growth and the power of adaptability and flexibility in education.

The reviewer is the Director of Himalayan Teacher Professional Development Foundation (HTPDF), Sikkim. She is also a teacher-trainer who has had many years of experience of teaching in classrooms and is now working collaboratively with teachers through the Foundation to share best practices. She can be reached at yolmodawa24@gmail.com.

It is highly unlikely that none of us can recall that ONE mechanical teacher: who ran through the daily motions almost like an automaton. Seemingly oblivious of the yawning students, the impatiently drumming fingers on the desk and the whispered passing of notes in the rear, this teacher could blissfully rant from the same yellowed notes, day after day. Did (s)he ever pause to see how little communication there was between the teacher and the taught? Did that teacher ever reflect?

Reflective Practice is an oft-used phrase in the domain of education.

Many school teachers may wonder if reflective practice is something that a teacher has to add to an already overloaded day. How does it manifest in a classroom? A school? The Principal’s office?

In an attempt to throw some light on questions such as these, Teacher Plus will start a column titled Reflective Practice (from January 2025) containing true accounts of educators who strive to be reflective practitioners. Often supported by links to videos, the intent is to make the phrase come alive – through authentic narratives. Perhaps, (who knows?) this will empower readers to bring reflection into their workday, too – if they are not doing so already?