Reflection to Action? Enablers and barriers to teachers of the deaf engaging in reflective teaching practices
The current study uses a qualitative, phenomenological methodology to inquire into what in-service teachers of the deaf (ToDs) understand about the concept of reflection. The lived experiences of 22 purposefully sampled ToDs from South Australia and Western Australia were collected using an online questionnaire and semi-structured interviews. The qualitative data analysis of their reported enactment of reflective practices reveals that ToDs engage in reflection (thinking) before (for-action), during (in-action) and after lessons (on-action), with the focus on their D/HH student’s learning needs and for self-improvement. For ToDs the factors which enable them to engage in reflective practice are in common with those which inhibit their reflective practices. Based on these findings a number of possible solutions are identified which could be implemented by individual ToDs, teacher education programs, those in leadership roles and by professional associations seeking to enhance ToDs reflective teaching practices.