MODULE GUIDE
Module Title: Becoming a Teacher
Learning Unit 1: The Teacher as a Reflective Practitioner
Unit Title
The Teacher as a Reflective Practitioner
1.1 Unit Learning Outcomes
By the end of this unit, student teachers should be able to:
•
Critically explain and apply the seven roles of educators, demonstrating an
understanding of how these roles contribute to effective teaching, professional
identity, and the holistic development of learners.
•
Define and explain key concepts related to reflective practice, including reflection-inaction, reflection-on-action, and reflection-for-action.
•
Analyze the role of reflective practice in teacher identity and teacher quality.
•
Demonstrate understanding of the Code of Ethics as outlined in the SACE Act 31 of
2000.
•
Apply reflective models (Kolb, Gibbs, DATA) to evaluate and improve teaching
practice.
•
Critically analyse the multi-dimensional nature of teacher professionalisation.
1.2 Key Concepts and Keywords
1.2.1 Reflective practice is defined as the capacity to reflect on one’s actions so as to
engage in a process of continuous learning (Schon, 1983). According to (Boud, 2010), it is
paying critical attention to one’s professional activities and examining them reflectively and
reflexively to gain developmental insight and modify them to get better results. It is an
important tool in a practice-based learning environment where individuals can learn from their
own professional experiences by bringing together theory and practice. In this process, a
practitioner should take a conscious look at the emotions, experiences, actions, and responses
in order to draw out new knowledge, meaning and insight to have a higher level of
understanding about the quality and relevance of his/her actions. Several models of reflective
practice exist today.
1.2.2 Reflection – The process of analyzing teaching experiences to improve future
practices.
1.2.3 Reflection-in-Action – Making real-time adjustments during teaching (Schön, 1983).
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1.2.4 Reflection-on-Action – Analyzing past teaching experiences for future improvement.
1.2.5 Reflection for Action – Planning future lessons based on past reflections.
1.2.6 Pedagogical Content Knowledge (PCK) – Understanding how to teach specific
content effectively (Shulman, 1987).
1.2.7 DATA Process – A structured framework for reflecting on teaching practice
(Describe, Analyze, Theorize, Act).
1.2.8 Code of Ethics (SACE, 2000) – Guidelines governing professional conduct in
teaching.
1.2.9 Reflective Journal – A personal tool for documenting and analyzing teaching
experiences.
1.3 Unit Overview / Introduction
The Becoming a Teacher module is designed to equip Bachelor of Education (B.Ed.)
students with the foundational knowledge, skills, and attitudes required for a successful career
in teaching. Teaching is more than just delivering content; it is a complex, dynamic, and
evolving profession that requires educators to engage in reflective practice, demonstrate
professional ethics, and adapt to the diverse needs of learners. This module provides both
theoretical and practical insights to prepare student teachers for the challenges and
opportunities in South African classrooms and the broader global education landscape.
In South Africa, teachers play a critical role in shaping the future of the nation. They are
expected to fulfil multiple responsibilities that extend beyond the classroom, contributing to
the holistic development of learners and the improvement of the education system. This unit
introduces student teachers to the seven roles of educators, as outlined in the Minimum
Requirements for Teacher Education Qualifications (DHET, 2015, pp. 58-59), which provides
a framework that defines the professional expectations for teachers. These roles are not
carried out in isolation but as part of a collective effort within the school environment,
ensuring that every learner receives a quality education that is inclusive, equitable, and
empowering.
This unit also introduces student teachers to the essential concept of reflective practice in
the teaching profession. Teaching is a dynamic and evolving process that requires constant
introspection and evaluation. This unit aims to help student teachers develop the capacity to
reflect critically and systematically on their own teaching practices, improve their pedagogical
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content knowledge, and adhere to ethical standards. Emphasis is placed on reflective models,
such as Kolb's Learning Cycle, Gibbs' Reflective Cycle, and the DATA framework, as well as
their application in real-world teaching scenarios.
Content
Theme 1. The Seven Roles of Educators in the South African Context
The seven roles of educators are essential in ensuring that South African teachers are wellprepared to address the complexities of teaching and learning. These roles guide teachers in
executing their duties effectively while fostering an inclusive and democratic school
environment. These roles should be understood as everyday functions of the collective of all
educators at a school. They seldom have to be carried out completely, in all their detail, or
all of the time by individual educators. However, individual teachers will carry out the roles
appropriate to their specific position in the school. All classroom teachers will develop in the
seven roles as appropriate to their practice. The roles of teachers are:
Specialist in a phase, subject discipline or practice
The educator will be well-grounded in the knowledge, skills, values, principles,
methods and procedures relevant to the phase, subject, discipline or practice. The educator
will know about different approaches to teaching and learning (and, where appropriate,
research and management), and how these may be used in ways which are appropriate for
the learners and the context. Teachers must have a strong foundation in their subject areas,
understanding the key concepts, pedagogical approaches, and methodologies that enhance
learning. South African educators must also integrate indigenous knowledge systems,
multilingual approaches, and innovative teaching strategies to meet the diverse needs of
learners. The educator will have a well-developed understanding of the knowledge
appropriate to the specialisation.
Learning mediator
The educator will mediate learning in a manner which is sensitive to the diverse needs of
learners (including those with barriers to learning), construct learning environments that are
appropriately contextualised and inspirational and communicate effectively, showing
recognition of and respect for the differences among learners. In addition, an educator will
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demonstrate a sound knowledge of the subject content and various principles, strategies and
resources appropriate to teaching in a South African context. Interpreter and designer of
learning programmes and materials. The educator will understand and interpret provided
learning programmes, design original learning programmes, identify the requirements for a
specific context of learning and select and prepare suitable textual and visual resources for
learning. The educator will also select the sequence and pace of the learning in a manner
sensitive to the differing needs of both the subject and the learners. As learning mediators,
teachers create supportive and stimulating learning environments that cater to learners with
different abilities, backgrounds, and learning styles. Given South Africa’s diverse socioeconomic and linguistic landscape, educators must be sensitive to learners' needs and use
differentiated instruction to promote equity in education.
Leader, administrator and manager
The educator will make decisions appropriate to his/her level, manage learning in the
classroom, carry out classroom administrative duties efficiently and participate in school
decision-making structures. These competencies will be performed in ways which are
democratic, support learners and colleagues and demonstrate responsiveness to changing
circumstances and needs. Beyond the classroom, teachers contribute to the leadership and
administration of schools. They manage classroom dynamics, participate in school governance,
and engage in decision-making processes. Effective school leadership is crucial in South Africa’s
education system, especially in disadvantaged communities where strong management can
lead to improved educational outcomes.
Scholar, researcher and lifelong learner
The educator will achieve ongoing personal, academic, occupational and professional growth,
through pursuing reflective study and research in their chosen field, in broader professional
and educational matters and in other related fields. The teaching profession requires
continuous professional development. Educators are expected to engage in lifelong learning,
research best practices, and contribute to the advancement of education through scholarship
and innovation. This role ensures that teachers remain updated on new educational policies,
digital learning tools, and pedagogical trends.
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Assessor
Assessment is a key aspect of teaching and learning. Teachers must design and implement
both formative and summative assessments that provide meaningful feedback to learners. In
South Africa, where educational disparities exist, effective assessment strategies can help
bridge learning gaps and support struggling learners. The educator will understand that
assessment is an essential feature of the teaching and learning process and know how to
integrate it into this process. The educator will have an understanding of the purposes,
methods and effects of assessment and be able to provide helpful feedback to learners. The
educator will design and manage both formative and summative assessments in ways that are
appropriate to the level and purpose of the learning and meet the requirements of accrediting
bodies. The educator will keep detailed and diagnostic records of assessment results. The
educator will understand how to interpret and use assessment results to feed into processes
for the improvement of learning programmes.
Community, citizenship and pastoral role
Teachers have a responsibility to promote social justice, uphold the principles of the
Constitution of South Africa, and contribute to nation-building. They must create inclusive
classrooms that respect diversity and instil values of democracy, human rights, and responsible
citizenship. Furthermore, teachers provide emotional and social support to learners, often
taking on a pastoral role in communities facing social and economic challenges. The educator
will practise and promote a critical, committed and ethical attitude towards developing a sense
of respect and responsibility towards others. The educator will uphold the Constitution and
promote democratic values and practices in schools and society. Within the school, the
educator will demonstrate an ability to develop a supportive and empowering environment
for the learner and respond to the educational and other needs of learners and fellow
educators. Furthermore, the educator will develop supportive relationships with parents and
other key persons and organisations, based on a critical understanding of community and
environmental development issues. One critical dimension of this role is HIV/AIDS education.
Interpreter and Designer of Learning Programmes and Materials
Teachers must adapt and design curriculum materials to make learning accessible and
meaningful. This is particularly important in under-resourced schools, where educators often
need to develop innovative and context-specific teaching materials.
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This module recognizes that teaching is a multifaceted profession that requires a deep
understanding of content, pedagogy, ethics, and the socio-cultural realities of the learners. By
engaging with the seven roles of educators, student teachers will develop a comprehensive
view of their responsibilities and be better prepared to navigate the complexities of the South
African education system. Through this module, aspiring educators will cultivate the skills,
knowledge, and values necessary to inspire and empower learners, ultimately contributing to
the transformation of education in South Africa.
Reflective Questions for Journals or Forums
1. How do the seven roles of educators work together to support holistic learning in
diverse South African classrooms?
2. Which educator role do you believe is the most critical in under-resourced school
contexts, and why?
3. How can I, as a future teacher, prepare myself to grow in the role I currently find
most challenging?
4. In what ways does the South African context shape the expectations and
enactment of these roles?
5. What values and ethical principles underpin each of the roles, and how do they
influence your teaching philosophy?
The nature of the teaching profession
After studying teaching for 30 years, Shulman (2004:504) described classroom teaching as
“perhaps the most complex, most challenging, and most demanding and frightening activity
our species has ever invented”. Shulman (2004:227) claims that, at a minimum, good
teaching combines the following knowledge bases:
•
Content knowledge.
•
General knowledge about teaching and learning process (pedagogical knowledge) and
strategies of classroom management and organization.
•
Curriculum knowledge.
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•
Pedagogical content knowledge (PCK), the understanding of how best to teach the
content so that it is meaningful for learners.
•
Knowledge of learners and their characteristics, including backgrounds, needs,
existing knowledge on the topic, misconceptions they may hold, and possible
barriers to learning.
•
Knowledge of educational contexts, ranging from the workings of the group or
classroom and facilities available, to the sociocultural context of the school and the
policies that impact education.
•
Knowledge of educational ends, purposes and values.
All these bases of knowledge should come into play and intersect during the planning and
teaching processes.
Views about Shulman’s assertion:
Shulman's Assertion on Classroom Teaching
Shulman (2004) describes classroom teaching as "perhaps the most complex, most
challenging, and most demanding and frightening activity our species has ever invented."
He claims that good teaching combines various knowledge bases, including content
knowledge, pedagogical knowledge, curriculum knowledge, pedagogical content
knowledge (PCK), knowledge of learners, educational contexts, and educational ends,
purposes, and values. These knowledge bases should intersect during the planning and
teaching processes.
Agreement with Shulman's Statement
I agree with Shulman's assertion. Classroom teaching is indeed a multifaceted activity that
requires a deep understanding of subject matter, effective teaching strategies, awareness
of learners' needs and characteristics, and the ability to navigate diverse educational
contexts. The integration of these knowledge bases is essential for effective teaching and
learning.
Disagreement with Shulman's Statement
I do not disagree with Shulman's statement. However, some may argue that while
teaching is complex and demanding, other human activities may also hold similar levels of
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complexity and challenge. Additionally, the emphasis on the intersection of knowledge
bases may vary depending on the educational context and teaching philosophy.
In conclusion, Shulman's assertion provides a valuable framework for understanding the
complexity of classroom teaching, but perspectives on its ranking among human activities
may vary.
Learning Activities and Self-Assessment
Activity 1.1: Discussion Forum – Agree or Disagree with Shulman
•
Task: Reflect on Shulman’s statement that teaching is “perhaps the most complex,
most challenging, and most demanding and frightening activity our species has ever
invented.”
•
Self-assessment goal: Explain whether you agree or disagree and justify your
position using examples or experience.
•
Mode: Online discussion forum
Pedagogical content knowledge (PCK) was first introduced by Shulman in the 80’s. It is
defined as the integration or amalgamation of pedagogy and content which basically covers
the ‘what’ and ‘how’ of teaching. PCK was considered as the missing paradigm in the study
of teaching. This integration of knowledge was long searched by the scholars in the United
States in their effort to elevate teaching to the professional status similar to that of doctor,
lawyer and engineer. (Shing, Saat & Loke, 2018)
Theme 2: Theory and models: Pedagogical content knowledge (PCK)
According to Shulman (1986), Pedagogical content knowledge (PCK) is a type of
knowledge that is unique to teachers and is based on how teachers relate their pedagogical
knowledge (what they know about teaching) to their subject matter knowledge (what they
know
about
what
they
teach).
The
integration
or
synthesis
of
teachers'
pedagogical knowledge and their subject matter knowledge comprises pedagogical content
knowledge.
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Cochran, DeRuiter, & King (1993) revised Shulman's original model to be more consistent
with a constructivist perspective on teaching and learning. They described a model of
pedagogical content knowledge (PCK) that results from an integration of four major
components,
•
subject matter knowledge
•
and pedagogical knowledge.
•
Teachers' understanding of learners ' abilities and learning strategies, ages
and developmental levels, attitudes, motivations, and prior knowledge of the
concepts to be taught.
•
The other component of teacher knowledge that contributes to pedagogical content
knowledge is teachers' understanding of the social, political, cultural and physical
environments in which learners are asked to learn.
The diagram below outlines the main elements that pedological content knowledge
encompasses.
Pedagogical content knowledge diagram
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The expert teacher can fully support learners' development by understanding how to help
learners with the challenging content within the curriculum. This ability to know how to
teach content is the essence of the expert teacher.
Bronfenbrenner's ecological systems theory supports Pedological content knowledge
Using Urie Bronfenbrenner's (1979) ecological system theory enables the teacher, whether
expert or novice, to understand the social, cultural , and economic factors that may
contribute to learning. It is one ofwidely accepted explanations for the influence of social
environments on nments on human development. This theory argues that the environment
you grow up in affects every facet of your life.
Five environmental systems interact with each other and influence child development and
learning. As teachers, if we have an understanding of these factors, we can plan and
implement learning situations that will support success. These five systems are :
•
Microsystem - This is the natural environment we have in our lives, such as family,
friends, classmates, teachers, and neighbours. The theory states that we are not
mere recipients of the experiences we have through direct social interactions) with
these people in the microsystem environment. Still, we are contributing to the
construction of such territory. (social agents)
•
Mesosystem - This involves the relationships between the microsystems in one's life.
This means that your family experience may be related to your school experience.
For example, if a child is neglected by his parents, he may have a low chance of
developing a positive attitude towards his teachers. Also, this child may feel awkward
in the presence of peers and may resort to withdrawal from a group of classmates.
•
Exosystem - this is important to consider. A site is about the relationships a child
may have with family and friends and may affect their learning. Suppose a child is
more attached to his father than his mother. If the father goes abroad to work for
several months, there may be a conflict between the mother and the child's social
relationship, or on the other hand, this event may result in a tighter bond between
the mother and the child.
•
Macrosystem - this is the actual culture of an individual. The cultural contexts involve
the socioeconomic status of the person and his family, his ethnicity or race and living
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in a still developing or a third-world country. For example, being born into a lowincome family makes a person work harder daily.
•
Chronosystem.- this is the transitions and shifts in one's lifespan. This may also
involve the socio-historical contexts that may influence a person. One classic
example is how divorce, as a significant life transition, may affect the couple's
relationship and their children's behaviour. According to most research, children are
negatively impacted in the first year after the divorce.
Bronfenbrenner's Ecological Systems Theory
Understanding what Classroom teaching strategies work for groups or individuals will
improve learner success rates, develop learner success, and foster learning. A teacher can
plan more effectively by considering these influences on learning. This teaching perspective
is very humanistic and enabled by Maslow's (1943) hierarchy of needs, whereby the basic
needs must first be met before learning can occur.
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Pedagogical Content Knowledge (PCK)
Pedagogical Content Knowledge (PCK) is a teacher's specialized understanding of how to
teach specific content, encompassing the integration of subject matter knowledge with
pedagogical strategies and knowledge of learning.
Key Elements:
•
Subject Matter Knowledge: Understanding of the subject matter and how it is
organized.
•
Pedagogical Knowledge: Knowledge of teaching methods, strategies, and techniques.
•
Student Knowledge: Understanding of learners ' prior knowledge, misconceptions,
and learning styles.
•
Context Knowledge: Awareness of the learning environment and the factors that
influence teaching and learning.
Theme 3: Introduction to Reflective Teaching
Definitions and significance of reflective practice.
Teacher Identity
Teacher identity is a term that is used to refer to the way in which teachers understand
themselves as teachers (Mockler, 2011). The term entails both the personal and professional
aspects of a teacher. For pre-service teachers in particular, they need to build a strong
understanding of their selves and of themselves within the outside context as these influence
their teaching quality. Reflective practice is a key to promote this understanding (Beauchamp
& Thomas, 2009). In other words, reflective practice provides teachers with an opportunity
for their emotions, beliefs, and personal philosophies of teaching to be challenged and refined
(Walkington, 2005). For example, Slade et al. (2019) investigated a change in a teacher
candidate’s viewpoint of her learners ’ learning performance after keeping a reflective journal
for about approximately one semester and found that once the teacher realized that her
learners were struggling with their poverty, which led to their low learning outcomes and
classroom misbehaviors, she became more compassionate toward them. This study aligns
with Korthagen’s (2017) assertion that reflective practice assists beginning teachers in
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identifying what is going on inside their minds. For this reason, the new insights gained from
reflection can lead to new and effective behaviors in the classroom (Korthagen, 2017).
Teacher Quality
Secondly, reflective practice also contributes to the enhancement of teacher quality. One
aspect of teacher quality that is impacted by reflective practice is his or her professional
development, which is often defined as how a teacher learns particular knowledge and a set
of skills within a specific context of situation (Koellner & Jacobs, 2015). When teachers reflect
on their teaching practices, their awareness of their teaching increases, and they can then
unlearn the ineffective teaching methods, which may have undesirable effects on learners ’
learning experience (Ciampa & Gallagher, 2015). Meierdirk (2017) has stated that pre-service
teachers usually use reflection in order to improve their teaching in areas of classroom
activities, lesson planning, behavioral management, and performance indicators. Alger (2006)
gives an example of how reflective practice impacts pre-service teachers’ classroom teaching
and enhances the repertoire of their strategies when dealing with problems. After engaging in
reflective practice, pre-service teachers in Alger’s study were able to move away from a
teacher-centered classroom to a more learner-centered one. In addition, evidence from their
reflection helped them gain control of the classroom through punishment at the beginning of
the first semester before switching to a relationship-building strategy toward the end of the
second semester. Generally, reflective practice allows pre-service and in-service teachers to
stop for a moment to take a good look into their past teaching experiences. Through the
means of self-observation, self-analysis, and self-evaluation, they can explore their
experiences, discover “the truth” about themselves, and improve their professional life.
Implications of Reflective Practice in Relation to Teacher Identity and Teacher Quality
Farrell (2003) has described the situation that pre-service teachers are facing during their first
year as a “sink or swim” experience. This connotes the frustrations and difficulties they have
to encounter during that time, which leads to two critical questions that pre-service teachers
need to answer so that they can establish an identity as a teaching professional (Graham &
Phelps, 2003). The first question is “Who am I?” and the second is “What do I have to do?”
Obtaining answers to these two questions would help pre-service teachers gain a better
understanding of the connection between their inner self and their teaching practice.
Therefore, teacher education programs should strive to provide pre-service teachers with
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the tools that would help them investigate and understand the outer context, such as the
school and classroom where they teach, and how these might interact with their own
processes of becoming a teacher (Trent, 2010). Reflective practice is a key method that
encourages pre-service teachers to become more in tune with their sense of self and with
their understanding of the context in which they work (Beauchamp & Thomas, 2009).
Introducing pre-service teachers to different tasks that encourage them to discuss, justify, and
reason with their community of practice not only helps them look back and examine their
identity (e.g., beliefs, commitments, emotions, etc.) but also allows them to look ahead at
future practice with the intention to improve their professional development (Conway, 2001).
Theme 2: Applying Reflective Frameworks/Models
What is the research behind reflective practice?
Educational researchers have long promoted the importance of reflecting on practice to
support learner learning and staff development. There are many different models of
reflective practice. However, they all share the same basic aim: to get the best results from
the learning, for both the teacher and learners . Each model of reflection aims to unpick
learning to make links between the ‘doing’ and the ‘thinking’.
Overview of Kolb's Learning Cycle
Kolb's learning cycle
David Kolb, educational researcher, developed a four-stage reflective model. Kolb’s Learning
Cycle (1984) highlights reflective practice as a tool to gain conclusions and ideas from an
experience. The aim is to take the learning into new experiences, completing the cycle.
Kolb's cycle follows four stages.
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First, practitioners have a concrete experience. This means experiencing something new for
the first time in the classroom. The experience should be an active one, used to test out
new ideas and teaching methods.
This is followed by:
•
Observation of the concrete experience, then reflecting on the experience. Here
practitioners should consider the strengths of the experience and areas of
development. Practitioners need to form an understanding of what helped learners ’
learning and what hindered it.
This should lead to:
•
The formation of abstract concepts. The practitioner needs to make sense of what
has happened. They should do this through making links between what they have
done, what they already know and what they need to learn. The practitioner should
draw on ideas from research and textbooks to help support development and
understanding. They could also draw on support from other colleagues and their
previous knowledge. Practitioners should modify their ideas or devise new
approaches, based on what they have learnt from their observations and wider
research.
The final stage of this cycle is when:
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•
The practitioner considers how they are going to put what they have learnt into
practice.
•
The practitioner’s abstract concepts are made concrete as they use these to test
ideas in future situations, resulting in new experiences.
•
The ideas from the observations and conceptualisations are made into active
experimentation as they are implemented into future teaching.
The cycle is then repeated on this new method.
Kolb’s model aims to draw on the importance of using both our own everyday experiences
and educational research to help us improve. It is not simply enough for you to reflect. This
reflection must drive a change which is rooted in educational research.
Overview of Gibbs - Reflective Cycle model (1988)
Gibbs' reflective cycle
The theoretical approach of reflection as a cyclical model was further developed by Gibbs
(1998). This model is based on a six-stage approach, leading from a description of the
experience through to conclusions and considerations for future events. While most of the
core principles are similar to Kolb’s, Gibbs' model is broken down further to encourage the
teacher to reflect on their own thoughts and feelings. The Gibbs' reflective cycle, inspired
partly by Kolb's learning cycle, enables us to focus especially on our own and others' feelings,
views, and perceptions. In common terms people call this "Standing/walking in someone else's
shoes". This relates strongly to ideas about empathy.
The process is essentially a cycle or loop, containing the following elements:
1. Description - What happened?
2. Feelings - What were you thinking and feeling?
3. Evaluation - What was good and bad about the experience?
4. Analysis - What sense can you make of the situation?
5. Conclusion - What else could you have done?
6. Action Plan - If it arose again what would you do? (back to 1 Description)
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(Diagram: Gibbs, 1988)
Having empathy can help us to see beyond our own actions, feelings and motivations to
imagine how another person might be feeling; what their different views and opinions might
be; and how these factors can influence the situation. It is usually easier (and therefore a
natural tendency) to blame others for problems, than to consider our own responsibilities in
a particular situation. Also, we can only change what is in our control to change.
The Gibbs model encourages the use of critical reflection, and especially offers a good starting
point for people first using Reflective Practice, in converting new learning and knowledge into
action and change. The process requires that we look beneath the surface of events and
experiences, to achieve deeper levels of reflection and learning.
Gibbs' model is an effective tool to help you reflect after the experience and is a useful model
if you are new to reflection as it is broken down into clearly defined sections.
Description
In this section, the practitioner should clearly outline the experience. This needs to be a
factual account of what happened in the classroom. It should not be analytical at this stage.
Feelings
This section encourages the practitioner to explore any thoughts or feelings they had at the
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time of the event. Here the practitioner should explain feelings and give examples which
directly reference the teaching experience. It is important the practitioner is honest with how
they feel, even if these feelings might be negative. Only once the feelings have been identified
can
the
practitioner
implement
strategies
to
overcome
these
barriers.
Evaluation
The evaluation section gives the opportunity for the practitioner to discuss what went well
and analyse practice. It is also important to consider areas needed for development and things
that did not work out as initially planned. This evaluation should consider both the
practitioner’s learning and the learners’ learning.
Analysis
This section is where the practitioner makes sense of the experience. They consider what
might have helped the learning or hindered it. It is in this stage that the practitioner refers to
any relevant literature or research to help make sense of the experience. For example, if you
felt the instructions you gave were not clear, you could consult educational research on how
to communicate effectively.
Conclusion
At this stage, the practitioner draws all the ideas together. They should now understand what
they need to improve on and have some ideas on how to do this based on their wider
research.
Action plan
During this final stage, the practitioner sums up all previous elements of this cycle. They create
a step-by-step plan for the new learning experience. The practitioner identifies what they will
keep, what they will develop and what they will do differently. The action plan might also
outline the next steps needed to overcome any barriers, for example enrolling on a course
or observing another colleague.
In Gibbs' model the first three sections are concerned with what happened. The final three
sections relate to making sense of the experience and how you, as the teacher, can improve
on the situation.
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The Schön Reflection Model: In Action and On Action
'Reflection-in-action' and 'reflection-on-action' is another approach to reflection
emanating from the work by Schön. Schön (1991) distinguishes between reflection-in-action
and reflection-on-action.
Reflection-in-action
Reflection-in-action refers to active evaluation of thoughts, actions and practices during action.
It also refers to ‘thinking on feet’ during the process of teaching (Schon, 1987). Reflection-inaction also means the exploration of professional beliefs, practices and experiences during
teaching. Reflective practices empower teachers to become successful decision-makers who
take responsibility for their actions. Reflective practices led teachers to meet the learning
needs of learners in a better way (Zeichner, 2013;) The teaching practice in schools during
placement offers opportunities to student teachers to reflect upon their professional actions
through reflective learning journals , peer’s feedback and learner feedback (Erginel, 2006).
Reflection-in-action is reflection during the ‘doing’ stage (that is, reflecting on the incident
while it can still benefit the learning). This is carried out during the lesson rather than reflecting
on how you would do things differently in the future. This is an extremely efficient method of
reflection as it allows you to react and change an event at the time it happens. For example,
in the classroom you may be teaching a topic which you can see the learners are not
understanding. Your reflection-in-action allows you to understand why this has happened and
how to respond to overcome this situation.
Reflection-in-action allows teachers to deal with surprising incidents that may happen in a
learning environment. It allows them to be responsible and resourceful, drawing on their own
knowledge and allowing them to apply it to new experiences. It also allows for personalised
learning as, rather than using preconceived ideas about what you should do in a particular
situation, you decide what works best at that time for that unique experience and learner.
Reflection-on-action, on the other hand, involves reflecting on how practice can be
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developed after the lesson has been taught. Schön recognises the importance of reflecting
back ‘in order to discover how our knowing-in-action may have contributed to an unexpected
outcome’ (Schön, 1983). Reflection-on-action means you reflect after the event on how your
knowledge of previous teaching may have directed you to the experience you had. Reflectionon-action should encourage ideas on what you need to change for the future. You carry out
reflection-on-action outside the classroom, where you consider the situation again. This
requires deeper thought, for example, as to why the learners did not understand the topic.
It encourages you to consider causes and options, which should be informed by a wider
network of understanding from research.
By following any of the above models of reflection, you will have a questioning approach to
teaching. You will consider why things are as they are, and how they could be. You will
consider the strengths and areas of development in your own practice, questioning why
learning experiences might be this way and considering how to develop them. As a result,
what you do in the classroom will be carefully planned, informed by research and previous
experience, and focused, with logical reasons. All of these models stress the importance of
repeating the cycle to make sure knowledge is secure and progression is continued.
Using the DATA Model to Enhance Reflective Practice in Teaching
DATA framework for a reflective practice (RP), developed by Peters, 1991, Peters, 2009.
DATA is an acronym with each letter standing for a different step in the process of reflective
practice. The “D” step of the acronym focuses on (D)escribing what is or has been happening
20
in practice. The “A” step refers to (A)nalyzing the current state of practice—why is this
happening the way it is? The “T” concentrates on a practice-oriented form of (T)heorizing,
which comes from analysis and serves as a basis for the resulting (A)ct. The last “A” focuses
on the specifics of an action plan to change one's evaluation practice in light of the practical
theory developed through theorizing.
The DATA process for reflection involves four steps: Describe, Analyze, Theorize,
and Act.
1. Describe: In this step, you objectively describe the events of the case without making
judgments or interpretations.
2. Analyze: Here, you analyze the case by identifying patterns, connections, and
potential causes and effects.
3. Theorize: In this step, you develop theories or hypotheses about why certain events
occurred and their implications.
4. Act: Finally, you determine what actions to take based on your analysis and theories,
considering how to apply your insights to future situations.
The DATA model—Describe, Analyze, Theorize, Act—offers a structured yet
flexible approach to reflective practice, empowering teachers to become more intentional,
self-aware, and action-oriented in their professional development.
The DATA model for reflective practice (Fig. 1) consists of four stages: (D)escribe, (A)nalyze,
(T)heorize, and (A)ct. The framework provides a straightforward tool that can help evaluators
become more aware of their practice and more knowledgeable of how to improve it.
Although the DATA model was originally developed as a teaching tool for adult educators, it
has been used by practitioners and scholars in dozens of community, higher education, and
business settings to guide individual and collaborative practices. It has also served as part of a
framework for planning more than 100 applied research projects (Peters Hammon, & Gray,
2009).
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Fig. 1. The DATA Model for reflective practice. This model consists of four stages: (D)escribe,
(A)nalyze, (T)heorize, and (A)ct.
1. Describe
Teachers begin by objectively describing a teaching situation or classroom experience without
assigning cause or judgment. This includes capturing the context, the learners involved,
instructional strategies used, and observable outcomes. The aim is to build a clear picture of
"what happened" in order to ground the reflection in evidence rather than assumptions.
2. Analyze
Next, teachers explore why the situation unfolded the way it did. This involves examining
personal beliefs, values, and assumptions, as well as identifying external or systemic factors.
Engaging in this critical inquiry helps teachers understand how their decisions, classroom
dynamics, or contextual variables may have shaped the learning experience.
3. Theorize
In this stage, teachers draw on professional knowledge, theory, experience, or
research to generate a “practical theory” for improving future practice. This step connects
reflection with intentional planning and allows educators to make evidence-informed decisions
about pedagogy, content delivery, or learner engagement.
4. Act
The final step is to implement a concrete plan based on the reflection. This involves applying
the theorized strategies in the classroom and monitoring their effectiveness. Importantly, this
leads to ongoing reflection, as the process is recursive: teachers may revisit earlier stages
to refine or reframe their understanding and actions.
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Why the DATA Model Matters for Teachers
•
Promotes deep, cyclical reflection rather than one-off self-assessment.
•
Encourages critical engagement with practice, linking experience to theory and
improvement.
•
Helps teachers surface implicit beliefs and evaluate them against professional
standards.
•
Fosters lifelong learning and professional identity development through actionbased inquiry.
•
Aligns with key elements of Pedagogical Content Knowledge (PCK), ethical
practice, and transformative teaching.
Common misconceptions about reflective practice
Reflection is a cyclical process: do, analyse, adapt and repeat. The reflections you make will
directly affect the next lesson or block of teaching as you plan to rework and reteach ideas.
Ask yourself:
What did not work?
How can I adapt this idea for next time?
This might mean redesigning a task, changing from group to paired work or reordering the
lesson.
‘Reflection takes too long; I do not have the time’
Reflection can be done on the spot (Schön: reflection-in-action). You should be reflecting on
things as they happen in the classroom.
Ask yourself:
What is working well? How? Why?
What are the learners struggling with? Why?
Do the learners fully understand my instructions? If not, why not?
Do the learners fully understand the task? If not, why not?
Do your learners ultimately understand what success looks like in the task or activity? Can
they express this for themselves?
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‘Reflection is only focused on me, it does not directly affect my learners’
Reflecting and responding to your reflections will directly affect your learners as you change
and adapt your teaching. You will reteach and reassess the lessons you have taught, and this
will allow earners the chance to gain new skills and strengthen learning. Creating evaluation
models will help you to know whether the actions you have taken have had the intended
effect.
‘Reflection is a negative process’
Reflection is a cyclical process, meaning you grow and adapt. You should plan to draw on
your own strengths and the best practice of colleagues, which you then apply to your own
teaching. Try any of the reflection models listed in this unit to help you progress. By getting
involved in a supportive network everyone will develop.
'Reflection is a solo process, so how will I know I’ve improved?’
Reflection is best carried out when part of a supportive network. You can draw on the
support of colleagues by asking them to observe and give feedback. You can also draw on
learner feedback. Reflection should trigger discussion and co-operation.
Reflective practice in practice
•
As a reflective practitioner, you will continuously review the learning process to
make sure all learners make maximum progress. While working through this
document you may have identified a model which appeals to you.
•
As well as using a model of reflection, you can carry out other reflective activities to
develop your practice. These can include the following.
Self-questioning
Asking yourself questions can help you understand the effect and efficiency of your teaching.
Experimenting with new ideas
Trying out new methods or approaches in the classroom can create new learning
opportunities. These changes can be as simple as varying a small activity or as adventurous
as changing your whole approach or plan.
Discussing with other colleagues
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Drawing on support from colleagues will allow you to cement understanding and get
involved with others’ ideas and best practice.
Discussing with learners
Drawing on learner feedback will make sure your reflections are focused on your learners .
By reflecting with learners , you allow them to play an active part in their learning and gain
insight into what needs to improve to support learner development.
Observations and feedback
Being observed by colleagues will allow you to gain others’ perspectives into your practice
and provide feedback and ideas on how to improve. Observing your colleagues can also
provide new ideas and approaches which you can try in your own practice.
All these approaches are explained in the ‘Next steps’ section and provide a guide of how to
carry out reflective practice, using the following.
• Learning journal
• Lesson evaluations
• Observations
•learner dialogue
• Shared planning
Listen to these educators talking about how they reflect. How could you use their techniques in your
practice?
Checklist
There are five main principles that will make sure you get the most out of your reflections −
reacting, recording, reviewing, revising, reworking and reassessing. These are sometimes
referred to as the five Rs.
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If you are new to reflective practice, it will help to ask yourself the following questions.
Reacting
How will I decide what area of my practice I need to focus on?
Will this be decided by looking at data, each learner’s performance or an aspect of the
curriculum?
Recording (logging your reflections)
How will I assess my performance?
Will this take the form of an observation, discussion or shared planning?
How will I record this?
Will this be recorded by yourself, a peer or a learner?
How will I log this?
What documents will you use to record your reflections? For example, a journal, notebook
or form provided by your school or institution.
When will I log this?
Will your reflections be logged straight after the lesson, during or before the lesson?
How often will you record these reflections?
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Reviewing (understanding your current teaching methods)
What worked well and how do I know this?
Consider what the learners really understood and enjoyed about the lesson, and why. How
do you know improvements have been made?
What did not work as planned?
Consider what the learners did not get involved with or find challenging, and why.
What could I try next time? How could you adapt the activity?
Some practical ideas include introducing a different task, clearer instructions, time-based
activities and activities which appeal to different learning styles.
Revising (adapting your teaching by trying new strategies)
What will I change or adapt?
This could be a whole task or something specific about a task. Some practical ideas include
changing the task from independent work to paired work, adding a scaffold to a challenging
task, providing instructions step by step, and making activities time based.
Reworking (action plan of how you can put these ideas in place in a practical
way)
How will I put this in place?
Consider what will you need to do before and during the lesson to make sure your changes
happen. What will the learners be doing differently to make sure they make progress?
What materials do I need?
What things will you need to put your revised ideas into practice?
Some practical examples include coloured pens, larger paper, handouts, cut-up activities,
specialised equipment.
Reassessing (understanding how these new strategies affected learning)
How successful were the new strategies?
Once you have redelivered the lesson, consider how engaged the learners were. How well
did they understand this time?
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What changed?
Consider the following areas of potential change: delivery, planning and assessment.
Next steps
Here are some activities to help you to further explore reflective practice.
Learning journal
What is it?
A learning journal is a collection of notes, observations, thoughts and other relevant
materials built up over a period of time and recorded together.
What happens?
After each lesson, you record your thoughts and feelings regarding the lesson. Use the five
Rs in the Checklist section to help focus your journal.
Lesson evaluations
What are they?
Evaluations require you to think back on the lesson, assessing its strengths, weaknesses and
opportunities for development.
To help focus your evaluation, consider the following questions:
• What went well in this lesson? Why?
• What problems did I experience? Why?
• How engaged and active were the learners ?
• How much learning took place? How do I know?
• What could I have done differently?
• What did I learn from this experience that will help me in future lessons?
What happens?
Once you have taught your lesson, record your reflections on the lesson as soon as
possible. This will help you keep track of your progress as a developing reflective
practitioner and also help you track your learners’ progress.
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Observations
What are they?
Observations are when someone assesses your practice through watching it in action. These
observations should have a very specific focus, for example the quality of questioning or the
quality of learner-led activities. This focus can then be specific, measured, reflected upon and
revised to make sure your learners make progress.
What happens?
Once you have set the specific focus or target area, a colleague will watch you deliver the
lesson and give feedback on the strengths of your practice or some possible ideas for
development. These observations could also be carried out over a block of lessons to show
progression.
Learner dialogue
What is it?
This is where you make sure learners play an active part in their learning. You will ask them
to carry out a short reflection on how well they felt the lesson went and to assess the
lesson’s strengths and possible ideas for development.
What happens?
Ask a learner to keep a learning journal of their lessons. This journal could include what
they enjoyed, how they felt in the lesson, what they understood and engaged with, what
they still need more help with, what they liked about the lesson and things they thought
could have been better.
Shared planning
What is it?
Shared planning is where you draw on support from colleagues to plan lessons together.
You draw on each other’s best practice to help create innovative and improved lessons.
What happens?
Shared planning can take many forms:
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• Planning a lesson with another colleague together from start to finish.
• Using a lesson a colleague has produced and adapting it to suit your style and class.
• Planning a lesson and asking another colleague to review it.
The shared-planning process should encourage talking and co-operation. You should draw
on support from colleagues to help develop practice and share ideas.
Theme 4: Understanding Professionalisation Across the Teacher Education and
Development Landscape
The concept of professionalisation in education refers to a multi-dimensional,
continuous, and dynamic process aimed at enhancing the status, quality, and
effectiveness of teaching as a profession (Zhang, Du & Li, 2014: 530). Far from being a linear
or one-time event, professionalisation is an evolving endeavour that encompasses both
individual and systemic dimensions of teacher development. It requires a comprehensive
approach that aligns personal growth, institutional support, and national policy imperatives
to foster teacher professionalism.
According to Tejada (2013: 348), professionalisation is best understood as a process
articulated around the construction of a professional identity, development of professional
competencies, establishment of access requirements, provision of associated training, creation of
structured professional career paths, and implementation of mechanisms for evaluating professional
performance. This holistic approach underscores the importance of supporting teachers not
only in acquiring skills and knowledge but also in cultivating a strong professional identity
and ethical orientation.
The Human Resource Development Council (HRDC) in South Africa provides a
structured framework for professionalising teaching through four interconnected processes:
(i) Initial Teacher Education (ITE), which lays the foundational knowledge and
pedagogical grounding;
(ii) Induction, aimed at easing the transition of newly qualified teachers into the profession;
(iii) Continuing Professional Development (CPD), which ensures that teachers remain
responsive to educational innovations and changing classroom realities; and
(iv) Registration and Evaluation of Teachers, which formalises professional recognition
and accountability within a regulated framework (HRDC, 2014: 21).
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However, professionalisation does not automatically guarantee professionalism. The
HRDC (2014: 21) cautions that the desired professional standards and conduct can only be
realised through a “cohesive and conducive value chain”—one that integrates
supportive policies, adequate resources, collaborative cultures, and leadership structures
that promote growth and autonomy among educators.
From a sociological perspective, professionalisation is also a political project aimed at
improving teachers’ working conditions, enhancing their occupational status, and
strengthening their collective agency (De Clercq, 2013; Hargreaves, 2000, cited in Ruznyack,
2018). This view shifts the focus beyond technical competence to include teachers’ rights,
voice, and influence within the education system. It acknowledges that systemic inequalities,
poor infrastructure, and rigid bureaucracies can undermine teachers’ sense of
professionalism and limit their capacity to act as change agents.
Ultimately, professionalisation must be understood as both a structural and an agentive
process—where teachers are supported through well-designed educational systems and
policies, but also empowered as reflective, ethical, and critically engaged professionals.
When viewed in this light, professionalisation becomes a central pillar in achieving broader
educational transformation and ensuring quality teaching and learning for all.
The Code of Professional Ethics
As defined in the South African Council for Educators Act, 2000
31
DEFINITIONS
1. In this Code, unless the context indicates otherwise any word or phrase defined in the
South African Council for Educators Act, 2000 has that meaning and:
1. ‘Code’ means the Code of Professional Ethics of the South African Council for
Educators;
2. ‘Council’ means the South African Council for Educators;
3. ‘Educator’ means any educator registered or provisionally registered with the
Council;
4. ‘Learner’ means a pupil or a learner at any early learning site, school, further
education and training institution or adult learning centre;
5. ‘parent’ means:
1. any natural parent or guardian of a learner;
2. any person legally entitled to custody of a learner; and
3. any person who undertakes to fulfil the obligations of a person referred
to in paragraphs (a) or (b) towards the learner’s education at school.
GENERAL
1. The educators who are registered or provisionally registered with the South African
Council for Educators:
1. acknowledge the noble calling of their profession to educate and train the
learners of our country;
2. acknowledge that the attitude, dedication, self-discipline, ideals, training and
conduct of the teaching profession determine the quality of education in this
country;
3. acknowledge, uphold and promote basic human rights, as embodied in the
Constitution of South Africa;
4. commit themselves therefore to do all within their power, in the exercising of
their professional duties, to act in accordance with the ideals of their
profession, as expressed in this Code; and
5. act in a proper and becoming way such that their behaviour does not bring the
teaching profession into disrepute.
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CONDUCT: THE EDUCATOR AND THE LEARNER
1. An educator:
1. respects the dignity, beliefs and constitutional rights of learners and in particular
children, which includes the right to privacy and confidentiality;
2. acknowledges the uniqueness, individuality, and specific needs of each learner,
guiding and encouraging each to realise his or her potentialities;
3. strives to enable learners to develop a set of values consistent with the
fundamental rights contained in the Constitution of South Africa;
4. exercises authority with compassion;
5. avoids any form of humiliation, and refrains from any form of abuse, physical or
psychological;
6. refrains from improper physical contact with learners;
7. promotes gender equality;
8. refrains from courting learners from any school;
9. refrains from any form of sexual harassment (physical or otherwise) of learners;
10. refrains from any form of sexual relationship with learners from any school;
11. refrains from exposing and/or displaying pornography material to learners
and/or keeping same in his/her possession;
12. uses appropriate language and behaviour in his or her interaction with learners,
and acts in such a way as to elicit respect from the learners;
13. takes reasonable steps to ensure the safety of the learner;
14. does not abuse the position he or she holds for financial, political or personal
gain;
15. is not negligent or indolent in the performance of his or her professional duties;
and
16. recognises, where appropriate, learners as partners in education.
CONDUCT: THE EDUCATOR AND THE PARENT
1. An educator, where appropriate:
1. recognises the parents as partners in education, and promotes a harmonious
relationship with them;
2. refrains from offering a bribe in any form to parents; and
3. does what is practically possible to keep parents adequately and timeously
informed about the well-being and progress of the learner.
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CONDUCT: THE EDUCATOR AND THE COMMUNITY
1. An educator:
1. recognises that an educational institution serves the community, and therefore
acknowledges that there will be differing customs, codes and beliefs in the
community; and
2. conducts him/herself in a manner that does not show disrespect to the values,
customs and norms of the community.
CONDUCT: THE EDUCATOR AND HIS OR HER COLLEAGUES
1. An educator:
1. refrains from undermining the status and authority of his or her colleagues;
2. respects the various responsibilities assigned to colleagues and the authority
that arises therefrom, to ensure the smooth running of the educational
institution;
3. uses proper procedures to address issues of professional incompetence or
misbehaviour;
4. promotes gender equality and refrains from sexual harassment (physical or
otherwise) of his or her colleagues;
5. uses appropriate language and behaviour in his or her interactions with
colleagues;
6. avoids any form of humiliation, and refrains from any form of abuse (physical or
otherwise) towards colleagues.
CONDUCT: THE EDUCATOR AND THE PROFESSION
1. An educator:
1. acknowledges that the exercising of his or her professional duties occurs within
a context requiring co-operation with and support of colleagues;
2. behaves in a way that enhances the dignity and status of the teaching profession
and that does not bring the profession into disrepute;
3. keeps abreast of educational trends and developments;
4. promotes the ongoing development of teaching as a profession;
5. accepts that he or she has a professional obligation towards the education and
induction into the profession of new members of the teaching profession.
6. refrains from any contravention of the statutes and regulations of the Republic
of South Africa, relevant to the Code;
34
7. refrains from indulging and/or being in possession of intoxicating, illegal, and/or
unauthorised substances including alcohol and drugs within the school premises
and/or whilst on duty;
8. refrains from carrying and/or keeping dangerous weapons in the school
premises without any prior written authorisation by the employer; and
9. refrains from engaging in illegal activities.
CONDUCT: THE EDUCATOR AND HIS OR HER EMPLOYER
1. An educator:
1. recognises the employer as a partner in education;
2. acknowledges that certain responsibilities and authorities are vested in the
employer through legislation, and serves his or her employer to the best of his
or her ability;
3. refrains from discussing confidential and official matters with unauthorised
persons; and
4. must inform and declare his or her business interests to the employer prior
executing them.
CONDUCT: THE EDUCATOR AND THE COUNCIL
1. An educator:
1. makes every effort to familiarise him/herself and his/her colleagues with the
provisions of the Code;
2. complies with the provisions of this Code;
3. discloses all relevant information to the Council;
4. informs Council and/or relevant authorities of alleged or apparent breaches of
the Code within his/her knowledge;
5. co-operates with the Council to the best of his or her ability; and
6. accepts and complies with the procedures and requirements of the Council,
including but not limited to the Registration Procedures, the Disciplinary
Procedures of the Council and the payment of compulsory fees.
SACE Code of Ethics.
https://www.sace.org.za/pages/the-code-of-professional-ethics
Summary / Key Takeaways
1. Reflective practice is central to teacher identity, professionalism, and classroom
effectiveness.
35
2. Teachers must reflect in, on, and for action to continuously improve and adapt.
3. Multiple models; Kolb, Gibbs, and DATA—support different reflection styles and
can be tailored to individual needs.
4. Developing Pedagogical Content Knowledge (PCK) means integrating content
knowledge, pedagogy, and understanding of learners and contexts.
5. The SACE Code of Ethics guides professional conduct and frames the
responsibilities of educators toward learners, parents, colleagues, and the profession.
6. Professionalisation is both personal and systemic, requiring commitment to ongoing
learning, ethical practice, and contextual responsiveness.
13. References and Further Reading
Alger, C. (2006). 'What went well, what didn't go so well': Growth of reflection in pre-service
teachers. Reflective Practice, 7(3), 287–301. https://doi.org/10.1080/14623940600837327
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues
in the literature and implications for teacher education. Cambridge Journal of Education,
39(2), 175–189. https://doi.org/10.1080/03057640902902252
Ciampa, K., & Gallagher, T. (2015). Blogging to enhance in-service teachers' professional
learning and development during collaborative inquiry. Educational Technology Research
and Development, 63(6), 883–913. https://doi.org/10.1007/s11423-015-9404-7
Conway, P. (2001). Anticipatory reflection while learning to teach: From a temporally
truncated to a temporally distributed model of reflection in teacher education. Teaching
and Teacher Education, 17(1), 89–106. https://www.learntechlib.org/p/197902/
Farrell, T. (2003). Learning to teach English language during the first year: Personal influences
and
challenges.
Teaching
and
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Gibbs, G. (1988). Learning by Doing.
Graham, A., & Phelps, R. (2003). ‘Being a teacher’: Developing teacher identity and enhancing
practice through metacognitive and reflective learning process. Australian Journal of
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https://doi.org/10.1177/0022487114549599
Meierdirk, C. (2017). Reflections of the student teachers. Reflective Practice, 18(1), 23–41.
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https://doi.org/10.1080/13540602.2011.602059
Schön, D. (1983). The Reflective Practitioner.
Slade, M., Burnham, T., Catalana, S., & Waters, T. (2019). The impact of reflective practice on
teacher candidates' learning. International Journal for the Scholarship of Teaching and
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Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform.
Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity
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https://doi.org/10.1080/1359866052000341124
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