Read the  'Leading Reflective Practice – Reviewing the Evidence' paper (PDF) in full. 
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Executive Summary

Introduction

This review, conducted by Carol Campbell and Maeva Ceau at the Ontario Institute for Studies in Education, University of Toronto, examines reflective practice in education. It explores what reflective practice is, its impact on educational outcomes, and how educational leaders can support it. The review also highlights policies, frameworks, and professional learning opportunities that foster reflective practice, with a focus on the Welsh education system.

Methods

The literature review was conducted in three phases:

1. literature search: identifying the most cited works on reflective practice from the past decade
2. targeted search: focusing on reflective practice in education through specific keyword combinations
3. grey literature search: finding relevant policy and professional documents

What is Reflective Practice?

Reflective practice involves thinking systematically about our experiences to inform future actions. John Dewey and Donald Schön are pivotal figures in its development, emphasising the importance of reflection-in-action and reflection-on-action for professional growth.

Theories and approaches

Key concepts of reflective practice include:

• double loop learning: challenging and changing underlying beliefs and assumptions
• Experiential Learning Theory (ELT): learning through a cycle of experiencing, reflecting, thinking, and acting

Reflective practice includes cognitive, emotional, and ethical dimensions, fostering critical questioning of established norms.

Leadership and reflective practice

Leaders in education should engage in reflective practice to model it for their staff and support their teams. Effective reflective practice involves structured opportunities for reflection and overcoming barriers like time constraints and cognitive biases. Collaborative reflection enhances creativity and problem-solving.

Impact on education

Reflective practice leads to improved teaching strategies, better decision-making, and enhanced wellbeing. It supports continuous professional learning and fosters a culture of improvement in educational settings.

Support for reflective practice

Policies, frameworks, and professional learning opportunities are crucial for supporting reflective practice. These elements create an environment where reflective practice can thrive, leading to better educational outcomes.

Support for reflective practice

The document discusses the importance of policies, frameworks, and professional learning opportunities that support reflective practice. These elements are essential for creating an environment where reflective practice can thrive.

Conclusion

Reflective practice is essential for professional development and effective leadership in education. By critically reflecting on experiences, educators and leaders can continuously improve their practices and enhance educational outcomes.