How Teachers Experience Practical Reflectivity in Schools: A Case Study

Alcina Oliveira Martins^{1, 2,} , Maria Nazaré Coimbra^{1, 2}, Isabel P. Pinto^{1, 2} and Rosa Serradas^{3, 2}

¹School of Psychology, Education and Sports, Lusofona University of Oporto, Porto, Portugal

²Centre for Interdisciplinary Studies in Education and Development (CeiED)

³School of Social Sciences, Education and Management, Lusofona University of Humanities and Technologies, Lisbon, Portugal

Cite this paper:
Alcina Oliveira Martins, Maria Nazaré Coimbra, Isabel P. Pinto and Rosa Serradas. How Teachers Experience Practical Reflectivity in Schools: A Case Study. American Journal of Educational Research. 2015; 3(7):918-922. doi: 10.12691/education-3-7-16

Abstract

The aim of this study is to analyze the essential capacities and attitudes of teachers concerning the concretization of teacher’s reflective practices, by considering potentialities and constraints through the perceptions of teachers and supervisors, in a public school in Porto, Portugal. In the case study, a mixed research strategy was used, with the application of an enquiry questionnaire to basic school teachers, as well as interviews to their supervisors. The results show the importance of practical reflectivity and teachers’ collaborative work, based on continuous learning. As constraints, supervisors draw attention to a discontinuous reflection, limited to the initial moment of activity planning. On the other hand, teachers point out the problem of being overloaded by school daily tasks and a superficial evaluation of practices, which hinder the deepening of practical reflectivity.

Keywords:
reflective teacher teacher practices potentialities and constraints case study

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