The Level of Teachers’ Reflection: A Systematic Literature Review.
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| 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] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190499296 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Level of Teachers’ Reflection: A Systematic Literature Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Voulgari%2C+Reveka%22">Voulgari, Reveka</searchLink><relatesTo>1</relatesTo><i> rvoulgari@hua.gr</i><br /><searchLink fieldCode="AR" term="%22Koutrouba%2C+Konstantina%22">Koutrouba, Konstantina</searchLink><relatesTo>2</relatesTo><i> kkout@hua.gr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jan2026, Vol. 19 Issue 1, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190499296 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.1911a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Reflective teaching Type: general – SubjectFull: Teacher competencies Type: general – SubjectFull: Student teachers Type: general – SubjectFull: In-service training of teachers Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Education research Type: general Titles: – TitleFull: The Level of Teachers’ Reflection: A Systematic Literature Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Voulgari, Reveka – PersonEntity: Name: NameFull: Koutrouba, Konstantina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Instruction Type: main |
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