In Spring 2000, a group of ﬁve elementary school teachers met to investigate the nature of professional reﬂection and develop a process of collaborative reﬂection as productive professional development. These teachers’ beliefs that reﬂection is both necessary and valuable, coupled with their recommendation that it be collaborative, served as the basis of the process for collaborative reﬂection developed by the group and described in this paper. While designing the process, these teachers felt very strongly about how it should look and thus, they included many perceived requirements or ‘shoulds’ in their design. Interestingly, when the viability of these ‘shoulds’ were tested, the testing teachers wrestled with the process as designed, ﬁnding their naturally emerging reﬂection process to be more holistic than sequential. Yet, as these teachers struggled with the order of the designed process, they engaged in the tasks themselves, which propelled them through effective reﬂections.
Glazer, C., Abbott, L., & Harris, J. (2004). A teacher-developed process for collaborative professional reflection. Reflective Practice, 5, 33-46.