Integrating Reflective Practice and Identity Formation in Teacher Education: Emerging Themes from Current Researches
DOI:
https://doi.org/10.63075/yz6xmx32Keywords:
Reflective Practice, Identity Formation and teacher EducationAbstract
The qualitative study explores the intersection between reflective practice and teacher identity formation within the multifaceted landscape of teacher education. By comprehending that teacher identity is a dynamic and changing construct that is determined by personal beliefs, experiences, and contextual forces, the research aims to provide formal analysis of how reflection is used as a career development path and self-awareness. Specifically, it targets (1) tracing the key themes in the interplay between reflection and identity in teacher education, (2) the analysis of contextual facilitators and barriers that affect the identity work of reflection, as well as (3) propose a conceptual framework positioning reflection as a central identity formation.
Drawing on an interpretive analysis of the literature available and the qualitative insights, the study reveals that the reflection process is a transformative one within the framework of which the teachers construct meaning and go against assumptions and negotiate the changing professional identities. Findings highlight that supportive mentoring, collaborative discourse, and reflective school cultures are very facilitating to identity development and policy demands, accountability and absence of reflective time are very strong deterrents. The provided conceptual framework is built with all three personal, professional, and contextual dimensions of reflection and prioritized with the fact that the latter is an output of identity construction and a process at that.
Overall, the study argues that teacher education must move beyond technical approaches to reflection toward identity-centered practices that engage the whole person—mind, heart, and context. When reflection as a key element of pedagogy is internalized in teacher education programmes, it can result in self-reflective, agency and versatile professionals who can manage complexity and create positive changes in education.
