Universal Journal of Educational Research Vol. 10(5), pp. 318 - 333
DOI: 10.13189/ujer.2022.100502
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Using Lesson Reflective Questionnaires to Support Teachers' Professional Learning

Nevine El Souefi ^*
Chief Executive Officer, Edupedia, Cairo, Egypt

ABSTRACT

Effective teachers' professional learning requires teachers' engagement in a systematic inquiry into their practice. Reflection and action allow teachers to verify new concepts in context. The recurrent use of lesson reflective questionnaires can help teachers systematically reflect on their practices and use it to reach critical reflection and reframe learning. The study examines the effectiveness of a suggested lesson reflective questionnaire design based on a critical reflection framework. Seven teachers were given three questionnaires to reflect on three lessons they chose for six weeks. At the end of the six weeks, data were collected through one focus group discussion, a review of teachers' answers to the questionnaire, and three in-depth interviews. Results showed that the lesson reflective questionnaire design did not reach critical reflection leading to reframing learning. An adapted version of the lesson reflective questionnaire is presented that reaches critical reflection, encourages reflection-in-action, and is more likely to reframe learning.

KEYWORDS
Critical Reflection Frameworks, Professional Development, Professional Learning, Reflective Practice, Reflective Questionnaires

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Nevine El Souefi , "Using Lesson Reflective Questionnaires to Support Teachers' Professional Learning," Universal Journal of Educational Research, Vol. 10, No. 5, pp. 318 - 333, 2022. DOI: 10.13189/ujer.2022.100502.

(b). APA Format:
Nevine El Souefi (2022). Using Lesson Reflective Questionnaires to Support Teachers' Professional Learning. Universal Journal of Educational Research, 10(5), 318 - 333. DOI: 10.13189/ujer.2022.100502.