In the Mirror of Teaching: Exploring Teachers’ Reflective Journeys in Teaching and Learning
DOI:
https://doi.org/10.65339/ijsis.V1.I4.281Keywords:
Assessment-Informed Instruction, Elementary School Teachers, Experiential Learning Theory, Instructional Decision-Making, Professional Development, Reflective Journals, Teacher ConfidenceAbstract
This study explored the reflective journeys of elementary school teachers at Nabas Elementary School, Aklan, Philippines, focusing on how reflective journals influenced instructional decision-making, responses to learners’ assessment results, teaching practices, professional growth, and pupils’ learning experiences. Anchored in Kolb’s Experiential Learning Theory, the study employed a qualitative narrative inquiry design involving seven female teachers representing kindergarten through Grade 6, selected through purposive sampling. Data were collected using a researcher-developed, validated semi-structured interview guide and examined through narrative and thematic analyses. Findings revealed that reflective journals helped teachers evaluate classroom experiences, identify instructional challenges, modify teaching strategies, and develop learner-responsive lesson plans. Assessment-based reflection supported the identification of learning gaps and the implementation of remediation, enrichment, and differentiated instruction. Participants reported increased professional self-awareness, instructional flexibility, and confidence, alongside perceived improvements in pupils’ participation, engagement, understanding, and classroom interaction. However, limited time, heavy workloads, diverse learner needs, and difficulties interpreting assessment results challenged sustained reflective practice. The findings were based on teachers’ experiences and observations and did not establish a causal relationship between reflective journaling and pupils’ academic performance. The study recommended manageable reflection periods, Learning Action Cell sessions, mentoring, coaching, constructive feedback, and professional development activities, which informed a proposed school-based action plan. The study supports Sustainable Development Goal 4 (Quality Education) by promoting reflective, learner-responsive instruction and SDG 17 (Partnerships for the Goals) through collaborative professional learning. Its contribution to educational and institutional sustainability lies in providing a practical framework for continuous teacher development, instructional improvement, and sustained school-based reflective practices.
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