Facilitating Reflection with Supporting Groups: A Model of Collective Teaching Reflection

This paper reports the findings of four-semester action research study, in which the investigator collaborated with a group of teachers and systematically explored and studied several methods of improving teaching reflection in a preschool. The study led to the development of a practical model of collective teaching reflection. The model consists of three interrelated methodological components: a dialogue reflection journal, a reflective seminar, and a reflection portfolio. With distinctive emphases and functions, the three methods complemented each other to facilitate a deeper level of reflection in participating teachers in the school where the researcher conducted the study. The common feature of the three methods is that they all involve intensive peer interactions and collaboration within supporting groups. The study brings new insights to school administrators on how to enhance teaching reflection in their organizations.