INTRODUCTION

The study of reflection and reflective practice has long been the subject of ongoing debate in the field of professional development, shaped by varying conceptualizations, implementation challenges, and questions about its impact. While seminal scholars like Donald Schön argued that reflective practice bridges the divide between theory and practice, enabling professionals to navigate the complex, “swampy lowlands” of real-world problems, others have pointed out the diversity of its meanings and the difficulties practitioners face applying it effectively across contexts

Advocates highlight that reflective practice can empower practitioners to develop deeper understanding, self-awareness, and critical thinking, thus enhancing both individual growth and organizational improvement. Nevertheless, concerns persist particularly around the tendency to routinize or systematize reflection, which can stifle creativity and diminish the authenticity of the process when it becomes overly prescriptive or tied to performance evaluations. Additionally, arguments continue about whether reflective practice is genuinely transformative or simply serves as a compliance exercise within institutional agendas, particularly as pressures grow for teachers and professionals to document reflection for accountability purposes. These unresolved tensions reveal that, despite its widespread adoption and recognized value, reflection remains a nuanced, contested concept in professional development fields and practice, requiring ongoing critical scrutiny and contextual adaptation for meaningful and sustainable impact.

In the context of teacher education, reflective practice plays an important role as it supports continuous professional growth, enhances teaching efficacy, and improves student learning outcomes. By engaging in reflective practice, teachers systematically analyze and evaluate their instructional strategies and classroom experiences, which increases self-awareness and informs adjustments tailored to diverse learning needs (NSW Department of Education, 2025). This process fosters a resilient mindset that helps educators navigate the complex challenges of teaching, promoting adaptability and sustained professional development (Petro, Goronga, Tandi & Moyo, 2025). Reflective practice also encourages teachers to critically examine their beliefs and assumptions, leading to more socially just and responsive pedagogy. The cyclical nature of reflection allows for continual refinement of practice, moving beyond superficial changes to deep, meaningful professional improvement through self-observation, analysis, and evaluation. Thus, embedding reflective practice within teacher education programs is essential for fostering educators’ critical thinking, metacognition, and capacity to improve student achievement sustainably. Reflective practice, as conceptualized by Schön (1983), involves critically analyzing experiences to improve professional competence. Initially framed as a solitary activity, contemporary school of thoughts emphasizes collaborative approaches (Ghaye, 2011). Collaboration in reflection whether through peer discussions, mentoring, or digital platforms introduces multiple perspectives nevertheless concerns in regards to its authenticity has been brought to light. This article evaluates the merits and limitations of collaborative reflection, ultimately advocating for a hybrid model that integrates both individual and collective reflection within the context of teacher education practices.

INDIVIDUAL VS COLLABORATIVE REFLECTION

Individual and collaborative reflection are important processes in both education and professional development fields, but they offer distinct advantages and foster different outcomes. Individual reflection involves a personal, introspective examination of experiences, promoting metacognition, self-awareness, and the ability to make sense of one’s own thoughts and actions (Boud, Keogh & Walker, 1985) It enables individuals to gain perspective, process emotions, and identify areas for personal growth, ultimately facilitating more effective and autonomous decision-making. On the other hand, collaborative reflection occurs within a group, allowing participants to collectively discuss experiences and offer diverse viewpoints. This social process enriches reflection by exposing individuals to alternate perspectives, enhancing critical analysis and ultimately group problem-solving abilities Research suggests that while individual reflection deepens self-regulation and personal learning, collaborative reflection fosters the re-construction and co-construction of existing knowledge and skills, thus challenging current deeply embedded practices. Integrating both methods can promote transformative learning by balancing self-directed insight with shared, dialogic exploration.

MODELS OF COLLABORATIVE REFLECTION

Peer Reflection Groups as a model for collaborative reflection offers numerous benefits that enhance learning and professional development. This model fosters a supportive environment where participants share and critically examine their experiences, thereby promoting deeper understanding and improved competencies. Through structured reflection and open dialogue, group members gain diverse perspectives that challenge their assumptions and broaden their viewpoints, facilitating richer, more nuanced insights. Peer reflection groups also encourage accountability and motivation, as members commit to shared learning goals and provide constructive feedback to one another. This interaction cultivates essential skills such as critical thinking, communication, and empathy, while reinforcing self-regulation and metacognitive awareness. Furthermore, the social nature of peer reflection fosters trust, which is crucial for honest and meaningful reflection. The iterative process of reflecting individually and then discussing collectively allows participants to translate insights into actionable strategies for personal and professional growth. Despite its merits, peer reflection among pre-service teachers presents several significant challenges that may hinder its effective implementation. One primary difficulty is the lack of developed reflective skills among pre-service teachers, who often come from educational backgrounds focused on knowledge transmission rather than critical self-evaluation, causing challenges in objectively assessing their own teaching and providing constructive peer feedback (Belvís, Pineda, Armengol & Moreno 2013; McDonough & Brandenburg, 2015). In addition to their limited ability to critically examine teaching practices, the emotional and psychological barriers, such as anxiety, fear of offending peers, and apprehension about being judged can further complicate the peer reflection process, creating an environment where honest and open critique may be suppressed (Belvís et al., 2013). Furthermore, inconsistent feedback quality and quantity during peer review raise concerns about the reliability of peer reflections. These challenges must be addressed to foster a supportive and effective culture of peer reflection among teacher trainees.

In the advent of technology, digital learning platforms can serve as effective tools for facilitating collaborative reflection by providing interactive, accessible, and multimedia-rich environments that enhance group dialogue and critical thinking. Platforms like GOOGLE DOCS, MICROSOFT ONENOTE, and PADLET enable learners to collectively document, share, and comment on reflections asynchronously or synchronously, allowing diverse perspectives to surface and fostering deeper understanding through peer feedback. Similarly virtual whiteboards such as MIRO and FLINGA support real-time brainstorming and visual collaboration, helping groups co-construct knowledge and refine ideas dynamically. Video tools for lesson review and discussion (e.g., VIMEO for asynchronous video analyses and synchronous de-briefings) encourage critical self-reflection and enrich collaborative discourse even without face-to-face meetings. These digital tools promote psychological safety and accountability by enabling structured, supportive environments where learners feel comfortable sharing insights and receiving input, thus enhancing metacognitive awareness and interpersonal skills. The integration of digital platforms into collaborative reflection practices facilitates continuous learning, motivation, and the development of higher-order cognitive and social competencies essential for both educational and professional growth.

BENEFITS OF COLLABORATIVE REFLECTION

Collaborative reflection in teacher education contexts offers significant benefits, primarily by fostering deeper critical reflection and professional growth through social interaction. Engaging in collaborative reflection allows teachers to share diverse perspectives and critically examine their assumptions, which supports the development of more socially just and responsive teaching practices (Kruger & Buley, 2023). This dialogic process helps teachers articulate and solidify their decision-making, enhancing metacognition and enabling them to become more effective and efficient classroom practitioners. Moreover, collaborative reflection cultivates mutual trust, creating a supportive environment where teachers can openly discuss challenges, question their motivations, and co-construct knowledge, leading to improved confidence and problem-solving skills (Kruger & Buley, 2023).  Research also shows that structured, ongoing collaborative reflective discussions lead to more practical, diverse, and applicable reflections compared to solitary reflection, contributing to continuous professional development and improved teaching outcomes. Hence, collaborative reflection not only enriches individual insight but also builds a community of practice crucial for transformative learning in teacher education.

CHALLENGES OF COLLABORATIVE REFLECTION

Collaborative reflection in teacher education contexts presents several challenges that can hinder its effectiveness despite its recognized benefits. One significant challenge is managing diverse perspectives, as teachers often find it difficult to see their teaching practices from alternative viewpoints, which may limit insight and growth (Connect, 2025). Another difficulty lies in maintaining psychological safety within the group; if participants do not feel safe to openly express thoughts or critique others, reflection can become superficial or even counter-productive (Suphasri & Chinokul, 2021). Additionally, the quality of collaborative reflection can be compromised by uneven participation, where some members dominate discussions while others remain passive, restricting the richness of the dialogue (Schürmann et al., 2025). There is also the risk of reflection becoming a mere formality or compliance task if not adequately facilitated, reducing it to surface-level engagement rather than fostering deep professional growth (Suphasri & Chinokul, 2021). Finally, technology-mediated collaboration, while offering flexibility, may present challenges related to digital literacy and engagement, necessitating thoughtful integration into reflective practices. Addressing these challenges requires intentional facilitation that fosters trust, equitable participation, and a focus on meaningful dialogue to maximize the potential of collaborative reflection in teacher education.

THE WAY FORWARD – A HYBRID MODEL?

A hybrid reflection framework that combines both individual and collaborative reflection holds significant promise for teacher education contexts by leveraging the unique strengths of each approach to optimize professional growth. This framework involves teachers first engaging in individual reflection to develop self-awareness, metacognitive skills, and personal insight into their teaching practices. Subsequently, these reflections are brought into collaborative settings such as peer reflection groups or guided discussion forums, where teachers share perspectives, challenge assumptions, and co-construct knowledge through dialogic exchange. In teacher education, this blend supports critical examination of practice while fostering a supportive community that enhances psychological safety and mutual accountability. Such a hybrid model also accommodates diverse learning preferences and practical constraints by enabling asynchronous individual reflection complemented by synchronous or asynchronous peer interactions. Evidence from studies on hybrid reflective courses and digital tools indicates that this integrated process improves teaching competencies, reflective capabilities, and motivation among in-service teachers (Bu, 2023). By intertwining solitary contemplation with socially mediated critique and support, the hybrid framework aligns with contemporary pedagogical emphases on both autonomous professional development and collaborative learning vital for effective and adaptive teaching (Bu, 2023) Therefore, adopting a hybrid reflection framework in teacher education can create a dynamic reflective practice ecosystem that fosters continuous personal and collective improvement.

MUSINGS – YAY OR NAY?

Collaboration in reflective practice presents a nuanced dynamic that resists simplistic endorsement or refutation. While the dialogic nature of collaborative reflection has the potential to deepen understanding and enhance learning outcomes, its effectiveness is contingent upon thoughtful structuring to prevent superficial engagement. it is imperative therefore that future research investigates how varying collaborative formats can be optimized in teacher education contexts thereby maximizing the benefits of reflective practice while mitigating its inherent challenges. This investigation will be essential for progressing both the theoretical foundations and practical implementation of reflective practice within teacher education settings.

REFERENCES

Belvís, E., Pineda, P., Armengol, C., & Moreno, V. E. T. (2013). Evaluation of reflective practice in teacher education. European Journal of Teacher Education, 36(3), 279–292. https://doi.org/10.1080/02619768.2012. 718758

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Kogan Page.

Ghaye, T. (2011). Teaching and learning through reflective practice. Routledge

Kruger, C.G., and J. Buley. 2022. Collaborative learning to foster critical reflection by preservice student teachers within a Canadian-South African partnership. Journal of Teaching and Learning 16, no. 3: 69–95. doi:10.22329/jtl.

McDonough, S., & Brandenburg, R. (2019). Who owns this data? Using dialogic reflection to examine an ethically important moment. Reflective practice, 20(3), 355-366.

Petro, F., Goronga, P., Tandi, C., & Moyo, A. (2025). Nurturing Adaptive Educators: Integrating Reflective Practice and Self-Directed Learning in Student Teacher Development. Effective Mentoring and Supervision for Best Practices: A Guide for Trainee Teachers on Work-Integrated Learning (WIL) in Zimbabwe, 177.

Schön, D. (1983). The reflective practitioner. Basic Books.

Suphasri, P., & Chinokul, S. (2021). Reflective practice in teacher education: Issues, challenges, and considerations. Pasaa, 62(1), 236-264.

Schürmann, V., Bodemer, D., & Marquardt, N. (2025). Exploring the use of regular reflections in student collaboration. Frontiers in Education.

Written by Shubashini Suppiah