The Role Of Reflective Learning In Teacher Professional Development: A Case Study

In order to investigate the role of reflective learning in teacher professional development,, this study selected a teacher as case study and integrated narrative inquiry, based on qualitative research methods. The data was collected from interviews, field notes, observations, collections of teacher and student work and other related artifacts. Through the teacher's professional experiences, teaching stories, life stories as well as reflective stories, the study explored reflection contents, ways and strategies, and then influencing factors of reflection. Two contexts were incorporated in the study, from classroom and the social cultural backgrounds, to interpret teacher's reflection, which suggested teachers how to reflect efficiently and effectively. The findings of the study indicated that, reflection had great active impact on improving teacher professional development. Reflection contents, ways and methods varied and were restricted by many elements. The study may be useful for further researches on reflective learning of other different teachers.