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Education Sciences
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Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators...
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Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (31 January 2026) | Viewed by 14229

Special Issue Editors

Prof. Dr. Remigijus Bubnys

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Guest Editor
Institute of Education, Vilnius University Siauliai Academy, Siauliai, Lithuania
Interests: higher education didactics; reflective learning and experiential (self-)education methods; culture of reflection and leadership in the organization; modelling practice of reflective studies; research methodology (qualitative; phenomenological hermeneutics)
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Jordi Colomer Feliu

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Guest Editor
Department of Physics, University of Girona, 17003 Girona, Spain
Interests: reflective learning; STEM education; tertiary education; education for sustainable development; science education; curriculim building student skills
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Aušra Kazlauskienė

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Guest Editor
Institute of Education, Vilnius University Siauliai Academy, 76351 Siauliai, Lithuania
Interests: teaching and learning processes; delf-directed and personalized learning; teacher education; educational quality management; early mathematical education

Special Issue Information

Dear Colleagues,

We invite researchers, educators, and practitioners to submit original research articles, review papers, theoretical explorations, case studies, and practical insights related to reflective practice in education. Submissions should provide rigorous analysis, evidence-based findings, and actionable recommendations to contribute to the ongoing discourse on enhancing teaching through reflective practice.

The concept of reflection (reflective teaching and learning) in education including its significance and historical evolution; theoretical approaches and models of reflection/reflective practice and lenses for reflective practice; empirical research on the impact of reflective practice on teaching effectiveness; methods and tools for reflection including reflective journals, teaching portfolios, and video recordings; reflective practice in different educational settings such as primary, secondary, higher education, and special education; case studies and real-life examples of the successful implementation of reflective practices in different educational contexts; the role of feedback and collaboration in enhancing reflective practice; challenges and barriers to reflective practice and strategies to overcome them; the impact of reflective practice on student outcomes including learning and engagement; professional development programs and training focused on reflective practice; longitudinal studies on the professional growth of educators engaged in reflective practice; future directions in reflective practice such as the integration of technology and new research findings; digital tools and platforms that facilitate reflective practice; technological innovations supporting reflective learning and teaching; and methodological questions and approaches for researching reflective practice. 

Increasingly, artificial intelligence is becoming an integral part of how society works. This raises the challenge of how to teach our students and how to create the conditions for the effective use of technology for higher levels of thinking and creativity. Several recent studies (Abdel-Karim et al, 2023; Li et al, 2023; Pretorius, 2023) argue that reflective practice may be the approach that will create the conditions to focus on the learning process. We therefore invite you to reconsider the expression of reflective practice using artificial intelligence as a tool. 

Prof. Dr. Remigijus Bubnys
Prof. Dr. Jordi Colomer Feliu
Prof. Dr. Aušra Kazlauskienė
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • reflection
  • reflective practice
  • reflective learning
  • reflective teaching
  • education
  • methods and tools for reflection
  • instruments of reflective practice and their effectiveness

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Published Papers (7 papers)

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Research

26 pages, 1202 KB  
Article
Designing a Technology Integration Competency Framework for Mathematics Teachers Through Reflective Practice: A Design-Based Research Approach
by Nipa Jun-on and Chanankarn Suwanreang
Educ. Sci. 2026, 16(2), 284; https://doi.org/10.3390/educsci16020284 - 10 Feb 2026
Viewed by 486
Abstract
Although reflective practice is recognised as a driver of instructional change, technology-focused professional development—particularly one-shot tool workshops—often lacks systematic analysis of student evidence, prioritising technical skills over evidence-based reflection. This study aimed to empirically develop and refine a technology integration competency framework for [...] Read more.
Although reflective practice is recognised as a driver of instructional change, technology-focused professional development—particularly one-shot tool workshops—often lacks systematic analysis of student evidence, prioritising technical skills over evidence-based reflection. This study aimed to empirically develop and refine a technology integration competency framework for mathematics teachers by investigating how structured reflective practice serves as a mechanism for longitudinal development. Adopting a design-based research (DBR) approach, the study was conducted over 18 months with 21 in-service mathematics teachers in northern Thailand through two iterative cycles of design, enactment, analysis, and redesign. The intervention utilised structured tools, including guided reflective journals, classroom video reflection, and reflective dialogue, enabling teachers to connect pedagogical intentions with evidence of student response. Thematic analysis indicated that the initial framework required reconfiguration into a dynamic model characterised by three structural shifts: the merger of technological knowledge and tool proficiency into a single fundamental technology competency; the reclassification of teacher confidence as a transversal element; and the central positioning of flexible learning design for blended orchestration. These thematic findings were validated through data triangulation of journals, video reflections, and interviews. The study contributes an empirically warranted framework with actionable implications for designing professional development that fosters sustained instructional improvement in mathematics. Full article
(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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23 pages, 1060 KB  
Article
Between Action and Awareness: Exploring Reflective Pathways in Preschool Education
by Gintautė Žibėnienė, Tomas Butvilas, Remigijus Bubnys, Jordi Colomer and Raimonda Tamelienė
Educ. Sci. 2026, 16(2), 206; https://doi.org/10.3390/educsci16020206 - 29 Jan 2026
Viewed by 530
Abstract
Reflection, as a key component of the educational process, strengthens the child’s sense of identity, self-awareness, and ability to learn consciously. Although the theoretical foundations of reflection are widely studied in educational science, its practical application in the context of preschool education remains [...] Read more.
Reflection, as a key component of the educational process, strengthens the child’s sense of identity, self-awareness, and ability to learn consciously. Although the theoretical foundations of reflection are widely studied in educational science, its practical application in the context of preschool education remains fragmented and under-researched. The aim of this study is to reveal how preschool teachers understand, apply, and model the reflection process in educating 4–5-year-old children, to reveal the role of reflection between pedagogical action and conscious perception of education. The study is based on a qualitative methodology, applying the semi-structured interview method and the principles of qualitative content analysis. The study involved preschool teachers and educational support specialists working with 4–5-year-old children. Data analysis made it possible to identify the fundamental directions of the concept and application of reflection in pedagogical practice. The results of the study showed that reflection in preschool education acts as a link between action and awareness, that is, a process that allows both the teacher and the child to reflect on and transform the educational experience. It manifests itself through emotional awareness, self-assessment, professional growth, and adaptation of activities to the needs of children. Reflective practices integrated into daily education promote children’s metacognitive and emotional abilities, strengthen their self-awareness and motivation for learning, and provide teachers with the opportunity to purposefully improve their professional practice and improve the quality of education. Full article
(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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30 pages, 1289 KB  
Article
Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
by Alexandre Cortés, Adriana Breda, Alicia Sánchez and Manuel Alejandro Verón
Educ. Sci. 2026, 16(1), 20; https://doi.org/10.3390/educsci16010020 - 24 Dec 2025
Viewed by 747
Abstract
This study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s programme in [...] Read more.
This study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s programme in Catalonia, integrated game elements—such as narratives, quests, and badges—alongside the Didactical Suitability Criteria as a tool for developing competency in the analysis and evaluation of didactical suitability. The reasons preservice teachers provided for using gamification in mathematics teaching were analysed at two points: upon completing the training cycle and after implementing teaching proposals incorporating gamification with secondary education students in Catalonia. The results show that preservice teachers show an improvement in their reflective competency regarding gamification, as well as increased use of this active methodology. Additionally, the knowledge and competencies considered relevant by preservice teachers for working with gamification in mathematics teaching were identified. It is concluded that training in the use of gamification in mathematics teaching is necessary to apply this methodology appropriately, and that tools such as the Didactical Suitability Criteria are fundamental for reflection on, and improvement in, the use of active methodologies. Full article
(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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21 pages, 1469 KB  
Article
Reflective Insights into Undergraduate Public Health Education: Comparing Student and Stakeholder Perceptions
by Raymond Boon Tar Lim, Claire Gek Ling Tan, Julian Ryan Jielong Tan, Peng Jing Sng and Cecilia Woon Chien Teng
Educ. Sci. 2025, 15(9), 1201; https://doi.org/10.3390/educsci15091201 - 11 Sep 2025
Viewed by 1174
Abstract
Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University [...] Read more.
Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University of Singapore, using a convergent parallel design. Using a longitudinal student survey (baseline upon entry: n = 289; graduation upon completion: n = 78) and cross-sectional stakeholder survey (n = 17), quantitative analysis included chi-square tests for competency changes and Wilcoxon rank-sum tests for group comparisons. Thematic analysis of open-ended responses highlighted strengths in systems thinking, analytical skills, and interdisciplinary integration, but also gaps in practical experience, specialised knowledge, and professional communication. Students reported significant improvements in 10 of 13 competencies from baseline to graduation and rated their attainment higher than stakeholders across all competencies. Those who achieved all competencies also gave significantly more positive ratings of the programme in the domains of teaching and learning, and in engagement, assessment, and feedback. These findings underscore the role of reflective practice in aligning education with workforce needs and offer a scalable approach for curriculum development. The study provides actionable insights for educators to design responsive and reflective curricula that support the preparation of competent public health professionals in diverse global contexts. Full article
(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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19 pages, 4408 KB  
Article
Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education
by Amber Simpson, Alice Anderson, Adam V. Maltese, Lauren Penney and Kelli Paul
Educ. Sci. 2025, 15(3), 353; https://doi.org/10.3390/educsci15030353 - 12 Mar 2025
Cited by 2 | Viewed by 1921
Abstract
Traditional professional development for informal educators often relies on brief, lecture-based sessions that reinforce familiar teaching practices. In collaboration with 27 informal learning organizations across four years, we attended to the need for authentic, long-term professional development through the co-adaptation and co-refinement of [...] Read more.
Traditional professional development for informal educators often relies on brief, lecture-based sessions that reinforce familiar teaching practices. In collaboration with 27 informal learning organizations across four years, we attended to the need for authentic, long-term professional development through the co-adaptation and co-refinement of a reflective video-based cycle. This focus on supporting informal educators to productively attend, interpret, and respond to youths’ experiences with failure while engaged in science, technology, engineering, and mathematics (STEM) related activities. This paper describes how and why organizations co-adapted components of the professional development failure cycle to support the operational constraints of their organizations while addressing the specific needs of their informal educators. Co-adaptations addressed the following: (a) educators’ discomfort and vulnerabilities, (b) time constraints, (c) staff turnover, and (d) lack of tools. These adaptations refined the development of a reflective video-based professional development framework that informal STEM institutions can adopt to equip educators with strategies and build a supportive community, helping youths navigate and learn from failure. Full article
(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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15 pages, 250 KB  
Article
Metacognitive Monitoring in Written Communication: Improving Reflective Practice
by István Zsigmond, Panagiota Metallidou, Plousia Misailidi, Kalypso Iordanou and Eleonora Papaleontiou-Louca
Educ. Sci. 2025, 15(3), 299; https://doi.org/10.3390/educsci15030299 - 27 Feb 2025
Cited by 4 | Viewed by 3624
Abstract
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. [...] Read more.
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhancing the metacognitive abilities of both children and teachers. The final form of classroom activities was developed at the country level using action research methods with the involvement of teachers. After implementing a 3-week educational program involving 35 experimental and 19 control groups from Romanian public schools, a comparison of pre- and post-test scores indicated a significant increase in the number of children in the experimental group with improved efficiency in metacognitive monitoring in reading. Teachers’ metacognitive awareness significantly improved after the Teacher Training Program, as indicated by a comparison of the pre- and post-training results of the Metacognitive Awareness Inventory for Teachers (MAIT). No correlation was found between teachers’ development scores (as expressed by differences between pre- and post-intervention MAIT results) and the number of students from their classes whose progress in metacognitive monitoring significantly increased. The cyclical process of the action research methodology proved to be useful for increasing the efficiency of the intervention program. However, due to methodological limitations, the results are primarily interpretable within a local context. The results confirm expert recommendations aimed at integrating the targeted development of metacognitive teaching skills into both pre-service and in-service teacher training programs. Full article
(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
22 pages, 1753 KB  
Article
Using Self-Efficacy and Reflection to Improve Piano Learning Performance
by Suqi Dong and Genutė Gedvilienė
Educ. Sci. 2025, 15(1), 50; https://doi.org/10.3390/educsci15010050 - 7 Jan 2025
Cited by 6 | Viewed by 3470
Abstract
There are many influences on the piano playing learning process. Research on combining it with self-regulated learning (SRL) methods has rarely been reported. This study aimed to elucidate the complex relationships between social skills, anxiety, and self-efficacy (SE) in piano learning and performance [...] Read more.
There are many influences on the piano playing learning process. Research on combining it with self-regulated learning (SRL) methods has rarely been reported. This study aimed to elucidate the complex relationships between social skills, anxiety, and self-efficacy (SE) in piano learning and performance contexts. The question of whether reflection enhances SRL effectiveness was also raised. The participants included 24 Chinese piano students, who were divided into three groups and received different emotional interventions. Over the course of an eight-week study program, the groups were exposed to different teaching methods. One group received positive emotional input designed to boost confidence, another group encountered negative emotional input that triggered stress, and a control group received a routine without emotional manipulation. The relationship between anxiety, self-efficacy, social skills, mood, and reflection were explained through quantitative academic performance results and qualitative return interviews. The results showed that self-efficacy was significantly negatively related to anxiety levels, while transient emotional states had minimal impact on immediate learning outcomes. Reflection, on the other hand, led to the increased effectiveness of SRL, which could quickly alleviate anxiety and increase self-efficacy by enhancing students’ reflective process after class. This study also highlights the complexity of the interplay between social skills and self-efficacy, as well as anxiety levels. These findings suggest that fostering self-efficacy and reflective practices in piano education can help manage student anxiety and improve learning outcomes, providing valuable insights for teaching strategies. Full article
(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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