The Level of Teachers’ Reflection: A Systematic Literature Review.

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Bibliographic Details
Title:	The Level of Teachers’ Reflection: A Systematic Literature Review.
Authors:	Voulgari, Reveka¹ rvoulgari@hua.gr, Koutrouba, Konstantina² kkout@hua.gr
Source:	International Journal of Instruction. Jan2026, Vol. 19 Issue 1, p1-16. 16p.
Subject Terms:	Reflective teaching, Teacher competencies, Student teachers, In-service training of teachers, Qualitative research, Reflective learning, *Education research
Abstract:	The importance of reflection and reflective practice as regards teaching procedures are frequently noted in the literature; indeed, reflective ability is regarded by many educational scholars as an essential skill of teacher professional competence and development. The present study constitutes a systematic review of relevant existing literature, with the purpose to understand the level of teachers’ reflection that has already been examined, recorded and reported by researchers, constituting thus a fundamental basis on which further investigation and examination should take place. Three databases (Eric, Taylor & Francis and Scopus) were searched for empirical peer-reviewed journal articles. Articles retained using inclusion and exclusion criteria were coded based on their sample characteristics, reference to theoretical or conceptual frameworks, reading processes and abilities measured, and included predictors of reading. To conduct the study, the PRISMA procedure was followed. Thirteen sources were included in the final systematic review. The results confirm that educational research regarding the level of teachers’ reflection is not yet extensive, as many studies were approached only through qualitative methodology. Furthermore, many of them examined the level of pre-service teachers, while their findings showed that teachers exhibited reflective abilities to lower levels. This highlights the need for further research on in-service teachers, along with the integration of structured reflection activities to foster deeper and more critical reflective practices. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The importance of reflection and reflective practice as regards teaching procedures are frequently noted in the literature; indeed, reflective ability is regarded by many educational scholars as an essential skill of teacher professional competence and development. The present study constitutes a systematic review of relevant existing literature, with the purpose to understand the level of teachers’ reflection that has already been examined, recorded and reported by researchers, constituting thus a fundamental basis on which further investigation and examination should take place. Three databases (Eric, Taylor & Francis and Scopus) were searched for empirical peer-reviewed journal articles. Articles retained using inclusion and exclusion criteria were coded based on their sample characteristics, reference to theoretical or conceptual frameworks, reading processes and abilities measured, and included predictors of reading. To conduct the study, the PRISMA procedure was followed. Thirteen sources were included in the final systematic review. The results confirm that educational research regarding the level of teachers’ reflection is not yet extensive, as many studies were approached only through qualitative methodology. Furthermore, many of them examined the level of pre-service teachers, while their findings showed that teachers exhibited reflective abilities to lower levels. This highlights the need for further research on in-service teachers, along with the integration of structured reflection activities to foster deeper and more critical reflective practices. [ABSTRACT FROM AUTHOR]
ISSN:	1694609X
DOI:	10.29333/iji.2026.1911a