Introduction
This essay explores the concept of reflective practice and professional development within the context of a Postgraduate Certificate in Education (PGCE) programme. As a trainee teacher, the journey of becoming an effective educator involves continuous self-assessment and growth, underpinned by theoretical frameworks and practical experiences. The purpose of this essay is to critically reflect on my own professional practice, drawing on relevant literature to examine how reflection shapes teaching strategies and personal development. The discussion will focus on the importance of reflective models, the challenges encountered in applying them, and their impact on teaching effectiveness. Additionally, the essay will consider how professional development aligns with the evolving demands of the education sector. Through this analysis, I aim to demonstrate an understanding of key concepts and their applicability, while acknowledging the limitations of my current practice as a novice educator.
The Role of Reflective Practice in Teaching
Reflective practice is widely regarded as a cornerstone of effective teaching, enabling educators to evaluate their methods and make informed adjustments to improve student outcomes. Schön (1983) introduced the concepts of ‘reflection-in-action’ and ‘reflection-on-action,’ which highlight the importance of thinking critically during and after teaching experiences. As a PGCE student, I have found that reflecting on my lessons after delivery—considering what worked well and what did not—helps me to identify gaps in my pedagogical approach. For instance, during a recent lesson observation, I noted that my questioning techniques failed to engage quieter students. This prompted me to explore inclusive strategies, such as paired discussions, to foster greater participation.
Moreover, reflective practice aligns with professional standards, such as those outlined by the Department for Education (DfE) in the Teachers’ Standards (2011). These standards emphasise the need for teachers to adapt their teaching to meet diverse learner needs, a process inherently linked to self-reflection. However, I have found that while reflection is valuable, it can be challenging to apply consistently due to time constraints and the emotional demands of teaching. This suggests a limitation in my current ability to fully embed reflective habits, an aspect I am striving to address through structured journaling and mentor feedback.
Models of Reflection and Their Application
Several theoretical models guide reflective practice, offering structured approaches to self-evaluation. Gibbs’ Reflective Cycle (1988) is one such framework that I have adopted during my PGCE training. This model encourages a cyclical process of describing an experience, evaluating its positive and negative aspects, and developing an action plan for future improvement. For example, after teaching a particularly challenging class, I used Gibbs’ model to analyse my classroom management. I realised that unclear expectations at the lesson’s start contributed to disruptions. Consequently, I внедried explicit behavioural guidelines in subsequent sessions, which led to a more focused learning environment.
While Gibbs’ model provides clarity and structure, I have occasionally struggled to progress beyond the descriptive stage, particularly when overwhelmed by multiple teaching responsibilities. This echoes Brookfield’s (2005) observation that reflection can be superficial without critical depth. To counter this, I have sought peer feedback to gain alternative perspectives on my practice, a strategy Brookfield advocates for deepening critical inquiry. This experience underscores the need for balance between structured models and personal intuition in reflective practice, an area I continue to refine.
Professional Development and Lifelong Learning
Professional development is intrinsically linked to reflective practice, as it equips teachers with the skills and knowledge needed to adapt to changing educational landscapes. The concept of lifelong learning, as promoted by the Education and Training Foundation (2014), underscores the importance of continuous professional development (CPD) for educators. During my PGCE, I have engaged in CPD activities such as workshops on differentiated instruction, which have enhanced my ability to support students with special educational needs (SEN). For instance, a recent training session introduced me to visual aids as a tool for supporting SEN learners, an approach I successfully trialled in a mixed-ability classroom.
Despite these benefits, access to meaningful CPD can be limited by institutional constraints, such as funding or scheduling conflicts, as noted by Cordingley et al. (2015). I have experienced this firsthand, as opportunities for external training are often restricted to in-school sessions that may not address my specific developmental needs. This highlights a broader limitation in the education sector regarding equitable access to professional growth. Nevertheless, I have taken initiative by engaging with online resources and academic literature to supplement formal CPD, demonstrating an independent commitment to my development.
Challenges and Barriers to Effective Reflection
While reflective practice and professional development are essential, they are not without challenges. One significant barrier is the emotional toll of critical self-assessment. As a trainee teacher, I have occasionally found it difficult to separate constructive criticism from personal inadequacy, particularly after receiving negative feedback during observations. This aligns with findings by Moon (2006), who suggests that reflection can provoke discomfort if not supported by a positive mentoring environment. To address this, I have relied on regular discussions with my mentor to contextualise feedback and maintain a growth-oriented mindset.
Furthermore, the fast-paced nature of teaching often leaves little time for deep reflection. Balancing lesson planning, marking, and pastoral duties with reflective writing has proven demanding. This is a common issue among early career teachers, as evidenced by research from the National Foundation for Educational Research (NFER, 2018), which highlights workload as a barrier to effective professional practice. To mitigate this, I have started allocating specific times for reflection, though I acknowledge that consistency remains a work in progress.
Conclusion
In conclusion, reflective practice and professional development are pivotal to my growth as a PGCE student and aspiring teacher. By engaging with models such as Gibbs’ Reflective Cycle, I have gained valuable insights into my teaching methods, particularly in areas like classroom management and inclusivity. However, challenges such as time constraints, emotional barriers, and limited access to CPD highlight the complexities of embedding these practices effectively. The implications of this reflection are twofold: firstly, it underscores the need for structured support systems, such as mentorship, to facilitate critical self-assessment; secondly, it emphasises the importance of lifelong learning in adapting to the dynamic demands of education. As I progress in my career, I aim to build on these foundations by seeking diverse CPD opportunities and refining my reflective skills, ensuring that my practice remains responsive to the needs of my students and the wider educational context.
References
- Brookfield, S. D. (2005) The Power of Critical Theory for Adult Learning and Teaching. Open University Press.
- Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., and Coe, R. (2015) Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development. Teacher Development Trust.
- Department for Education (2011) Teachers’ Standards. UK Government.
- Education and Training Foundation (2014) Professional Standards for Teachers and Trainers in Education and Training – England. ETF.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Moon, J. A. (2006) Learning Journals: A Handbook for Reflective Practice and Professional Development. Routledge.
- National Foundation for Educational Research (NFER) (2018) Teacher Workload Survey 2018. NFER.
- Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. Basic Books.
