Rethinking Collective Reflection in Teacher Professional Development

Research output: Contribution to journalArticlepeer-review


Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön’s theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This study of collective teacher reflection in a professional development workshop calls prevailing assumptions into question by bringing an alternative lens, textual trajectories, to bear on this ubiquitous activity to better account for oft-ignored issues of context and identity. Using linguistic ethnographic methods, it traces textual trajectories of key ideas indexed in a collective reflection event. Key findings include the nonlinearity of the reflective process and the centrality of identity-work in collective teacher reflection. This study thus reveals functions of this ritual that belie its ostensible purposes and suggest a rethinking of this practice.

Original languageAmerican English
Pages (from-to)155-167
Number of pages13
JournalJournal of Teacher Education
Issue number2
StatePublished - 1 Mar 2024


  • case study
  • ethnography
  • inservice education
  • literacy/reading teacher education
  • reflection

All Science Journal Classification (ASJC) codes

  • Education


Dive into the research topics of 'Rethinking Collective Reflection in Teacher Professional Development'. Together they form a unique fingerprint.

Cite this