Does engaging in learning about reflective practice lead teachers to make changes in their pedagogical practice? - A comparative study.

The manner in which teachers develop and make changes to their pedagogical practice is indeed a very thought provoking topic. This paper provides some interesting findings as a result of interviews with six teachers who undertook a part-time taught Masters Programme in Education in Teaching and Learning in Higher and Further Education, in Ireland, 2010/2011. It compares the views of the respondents on the relevance of reflective practice theories and techniques to their pedagogical practice. This paper also endeavours to ascertain whether engaging in formal learning about reflective practice, changes and or enhances the pedagogical practice of the participants. A predominantly qualitative study was undertaken using semi-structured interviews as a data collection instrument. Interviewees were queried whether they had used reflective practice prior, during, and after attending the Masters programme. On being introduced to reflective practice, interviewees experienced some initial ambiguity regarding the theories and techniques of reflective practice. However, during the programme, findings highlighted changes to the pedagogical practice of the teachers, in particular in relation to the immediate use of newly learned reflective skills and techniques. Examples included heightened self-reflection, increased student awareness and enhanced student engagement. On completion of the programme, all six teachers stated that they continued to engage in reflective practice in a variety of ways. Some interviewees had even begun to use reflective practice as an integral part of their pedagogical practice by encouraging direct student involvement in the form of verbal reflective feedback and critical incident questionnaires. A further longitudinal study is recommended on how being introduced to reflective practice through instruction on taught postgraduate courses supports changes to pedagogical practice for teachers.