Reflective Practice Evolution

A Journey from Pedagogical to Critical Consciousness

Measuring Growth Through the Larrivee Survey of Reflective Practice

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As I complete the Survey of Reflective Practice for the second time this quarter, I'm struck by both the substantial growth I've experienced and the nuanced complexity of professional development that this instrument reveals. Seven weeks ago, I approached this survey with curiosity about my baseline reflective capabilities. Today, I engage with it as a sophisticated tool for understanding the multifaceted nature of reflective practice and its evolution through intentional professional learning.

My Personal Assessment of the Survey Instrument

Having now used Larrivee's Survey of Reflective Practice as both an initial assessment and a progress measurement tool, I've developed a much deeper appreciation for its theoretical framework and practical utility. Initially, the survey felt somewhat abstract—the distinctions between pedagogical and critical reflection seemed clear in theory but blurry in practice. Now, after weeks of intentional reflection and development, I understand these levels as genuine developmental stages that require sustained effort and specific practices to achieve.

The survey's greatest strength lies in its comprehensive coverage of reflection complexity, from pre-reflective survival mode through critical examination of education's broader social and political implications. This progression framework has provided concrete benchmarks for my growth while revealing the interconnected nature of different reflection capabilities.

However, I've also discovered the survey's limitations. Professional growth is non-linear, and single-point measurements can't capture the dynamic nature of reflective practice development. Some days I operate at critical reflection levels, while others find me focused more narrowly on immediate pedagogical concerns. The survey provides valuable snapshots, but the real learning happens in the spaces between assessments—in the daily application of reflective principles to authentic educational challenges.

Survey Results Comparison: Mapping My Growth

Week 1 Results Summary:

·                     Level 1 (Pre-Reflection): 1 Frequently, 2 Sometimes, 11 Infrequently

·                     Level 2 (Surface Reflection): 3 Frequently, 2 Sometimes, 6 Infrequently

·                     Level 3 (Pedagogical Reflection): 10 Frequently, 4 Sometimes, 0 Infrequently

·                     Level 4 (Critical Reflection): 4 Frequently, 8 Sometimes, 2 Infrequently

Dominant Level Week 1: Pedagogical Reflection (10 "Frequently" responses)

Week 7 Results Summary:

·                     Level 1 (Pre-Reflection): 0 Frequently, 3 Sometimes, 11 Infrequently

·                     Level 2 (Surface Reflection): 2 Frequently, 2 Sometimes, 7 Infrequently

·                     Level 3 (Pedagogical Reflection): 13 Frequently, 1 Sometimes, 0 Infrequently

·                     Level 4 (Critical Reflection): 8 Frequently, 3 Sometimes, 3 Infrequently

Dominant Level Week 7: Pedagogical Reflection (13 "Frequently" responses)

The most striking pattern in my development is the strengthening of my pedagogical reflection foundation while simultaneously developing significant critical reflection capabilities. Rather than simply moving from one level to the next, I've deepened my competence across multiple reflection dimensions.

Detailed Progress Analysis

Level 3: Pedagogical Reflection - Strengthened Foundation

My growth in pedagogical reflection has been substantial, with three additional indicators moving from "Sometimes" to "Frequently." This represents more than incremental improvement—it reflects a fundamental shift in how I approach teaching and learning analysis.

The indicators that improved (Items 30, 37, 38) focus on enhanced learning for all students, alternative representation of ideas, and systematic investigation of practice effectiveness. This growth directly connects to the intensive work I've done this quarter analyzing learning styles, multiple intelligences theory, and differentiated instruction approaches. Each video analysis, lesson plan design, and theoretical framework application has strengthened my ability to think systematically about pedagogical effectiveness.

What's particularly meaningful about this growth is its practical applicability. I'm not just becoming better at reflecting about teaching—I'm developing the cognitive tools necessary for ongoing instructional improvement throughout my career.

Level 4: Critical Reflection - Significant Advancement

Perhaps the most significant development has been my movement into consistent critical reflection practices. Four indicators advanced from "Sometimes" to "Frequently" (Items 40, 41, 48, 50, 51, 52), representing a doubling of my critical reflection capabilities.

This growth encompasses viewing practice within broader sociological contexts, considering ethical implications of classroom policies, challenging status quo norms, and recognizing incongruence between beliefs and actions. These aren't merely academic exercises—they represent fundamental shifts in how I understand education's role in society and my responsibilities as an educator.

The development of critical reflection has been the most challenging and rewarding aspect of my professional growth this quarter. It requires moving beyond technical competence and pedagogical sophistication to examine education's social justice implications and my own role in either perpetuating or challenging educational inequities.

Assessment of My Three Target Indicators

When I began this course, I identified three specific areas for focused development based on my Week 1 survey results:

Item 33: "Searches for patterns, relationships, and connections"

Growth: Sometimes → Frequently
Status: SIGNIFICANT IMPROVEMENT

This improvement represents perhaps my most tangible professional development success. The systematic approach I've taken to analyzing teaching videos, integrating course readings, and connecting theoretical frameworks has dramatically enhanced my pattern recognition capabilities.

Every week's assignments have required me to identify connections between learning theories, teaching practices, and student outcomes. The video analysis assignments using Johns' Model for Structured Reflection have been particularly powerful for developing systematic pattern recognition. Rather than viewing classroom events as isolated incidents, I now automatically search for underlying patterns, theoretical connections, and broader implications.

This skill has applications far beyond coursework. In my future teaching practice, the ability to recognize patterns in student behavior, learning challenges, and instructional effectiveness will be invaluable for making data-informed decisions and adapting instruction to meet diverse learner needs.

Item 44: "Observes self in the process of thinking"

Growth: Frequently → Frequently
Status: DEEPENED CAPABILITY

While this indicator didn't show numerical improvement, deepening metacognitive self-awareness throughout an intensive academic quarter represents significant qualitative growth. The sustained focus on reflective practice, combined with regular blog writing and systematic analysis of my own learning processes, has refined and sophisticated my metacognitive foundations.

The real growth in this area has been qualitative rather than quantitative. My metacognitive awareness has become more sophisticated and systematic. I'm not just observing my thinking—I'm analyzing the effectiveness of different cognitive strategies, recognizing when I need to shift approaches, and understanding how my thinking patterns affect my learning and teaching effectiveness.

This sustained metacognitive capability has enhanced every other aspect of my reflective practice development. Self-awareness of thinking processes is the foundation that makes pedagogical and critical reflection possible.

Item 46: "Acknowledges social and political consequences of teaching"

Growth: Frequently → Frequently
Status: BROADENED AWARENESS

Like Item 44, this indicator maintained high performance while significantly expanding in depth and sophistication. My social and political awareness has broadened substantially throughout the course, moving from surface-level acknowledgment to integrated professional consciousness.

Each video analysis assignment included explicit attention to social justice implications. When analyzing teaching methods, I consistently examined whose voices were heard, which students were advantaged or disadvantaged by particular approaches, and how instructional choices might perpetuate or challenge educational inequities.

This sustained focus on social and political consequences has become integrated into my professional identity rather than remaining an add-on consideration. I now automatically examine educational practices through equity lenses and consider how my teaching choices might affect students from diverse backgrounds and with varying needs.

Actions That Led to Growth

Systematic Video Analysis

The three video analysis assignments (Weeks 2, 4, and 7) have been instrumental in developing my reflective practice capabilities. Using Johns' Model for Structured Reflection provided a systematic framework for moving beyond surface-level observations to deeper pedagogical and critical analysis.

Each video analysis required me to examine teaching practices through multiple lenses: constructivist theory, cognitive apprenticeship principles, social justice implications, and learning effectiveness. This multi-perspective approach has enhanced my ability to recognize patterns, make theoretical connections, and consider broader educational implications.

Intensive Reading Integration

The weekly requirement to integrate course readings into all assignments has strengthened my ability to make theoretical connections and recognize patterns across different educational contexts. Rather than treating readings as isolated information sources, I've learned to weave theoretical frameworks into practical analysis and application.

This integration work has been particularly powerful for developing Item 33 (pattern recognition) and the broader pedagogical reflection capabilities. Academic theories become meaningful when connected to authentic classroom observations and personal teaching experiences.

Consistent Blog Documentation

The weekly blog writing requirement has provided regular opportunities for metacognitive reflection and self-observation. The act of articulating my thinking processes, analyzing my learning experiences, and connecting new insights to previous understanding has strengthened my reflective capabilities across all levels.

Blog writing has been particularly valuable for developing metacognitive awareness (Item 44) and for practicing the kind of systematic reflection that enhances pattern recognition and theoretical connection-making.

Social Justice Lens Application

The explicit requirement to analyze all educational content through social justice perspectives has maintained and deepened my awareness of teaching's social and political consequences. This consistent practice has moved social justice considerations from peripheral awareness to central professional consciousness.

Factors That Supported Growth

Structured Reflection Frameworks

Johns' Model for Structured Reflection provided the systematic approach necessary for moving beyond intuitive reflection to sophisticated professional analysis. Having concrete questions and reflection prompts prevented superficial engagement and pushed me toward deeper examination of educational experiences.

Academic Community

While this course was primarily individual work, the sense of engaging with broader academic conversations through readings and theoretical frameworks created a community of practice that supported intellectual growth. Connecting my personal reflections to established research and theory validated my experiences while challenging me to think more rigorously.

Consistent Practice Requirements

The weekly expectation for reflective writing, video analysis, and theoretical integration created the sustained practice necessary for reflective capability development. Professional growth requires consistent engagement over time, and the course structure provided that necessary consistency.

Multi-Modal Learning Opportunities

Engaging with reflection through multiple modalities—video observation, theoretical reading, practical application, written analysis—accommodated different learning preferences while reinforcing key concepts through various channels.

Areas for Continued Development

Integration of Reflective Practice into Daily Teaching

While I've developed sophisticated reflective capabilities in academic contexts, the next challenge is integrating these practices into regular teaching practice. How do I maintain systematic reflection when managing full-time teaching responsibilities? How do I create sustainable reflective routines that enhance rather than burden my professional practice?

Collaborative Reflection Development

Most of my reflection development this quarter has been individual. Moving forward, I want to explore collaborative reflection practices with colleagues, mentor teachers, and professional learning communities. How can shared reflection enhance individual growth while building collective professional wisdom?

Action-Oriented Critical Reflection

While I've developed strong capabilities for recognizing social and political implications of educational practice, I want to strengthen my ability to translate critical awareness into concrete action steps for promoting educational equity and social justice.

Looking Forward: Sustainable Reflective Practice

As I prepare to complete this course and move forward in my professional development, I'm committed to maintaining and extending the reflective capabilities I've developed. The Larrivee survey has provided valuable benchmarks, but sustainable growth requires ongoing intentional practice.

Specific Commitments:

1. Weekly Reflective Journaling: Continue systematic reflection on teaching experiences, student learning, and professional growth
2. Theoretical Integration: Maintain the practice of connecting classroom experiences to educational research and theory
3. Social Justice Focus: Sustain explicit attention to equity implications in all educational decisions
4. Peer Collaboration: Seek opportunities for collaborative reflection with colleagues and professional learning communities
5. Action Planning: Translate critical insights into concrete steps for improving educational practice and promoting student success

Final Reflections on Growth and Measurement

This comparative survey analysis reveals that professional development is both more complex and more achievable than I initially understood. Growth doesn't follow simple linear progressions—it involves deepening existing capabilities while developing new ones, maintaining strengths while addressing areas for improvement.

The most significant insight from this reflective practice journey is that reflection itself is a learnable, improvable professional skill. Just as we help students develop critical thinking capabilities, educators can systematically develop their reflective practice through intentional engagement, structured frameworks, and sustained effort.

The Larrivee Survey of Reflective Practice has been invaluable for measuring growth, but the real learning has happened in the daily application of reflective principles to authentic educational challenges. Moving forward, I'm committed to continuing this growth trajectory while sharing these reflective practices with colleagues and students.

Reflective practice isn't just a professional development activity—it's a commitment to ongoing learning, continuous improvement, and ethical responsibility in education. This quarter has provided the foundation; the real work of applying these capabilities to improve student learning and promote educational equity lies ahead.

 

 

References:

Johns, C. (2017). Becoming a reflective practitioner (5th ed.). Hoboken, NJ: John Wiley & Sons.

Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341-360.