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Hong Kong Journal of

Early Childhood
Vol. 10 No. 1 July 2011
Introduction
Teaching has gradually become more complex
and demanding, occurring in a complicated
environment (Dolye, 1986; Shulman, 1987).
Teacher education programs cannot prepare
teachers for every situation they may encounter.
It has been suggested that student-teachers and
beginning teachers need more time to become
thoughtful decision makers, to establish their
teaching approaches and to consolidate their
professional development. Many educators
consider refective abilities desirable characteristics
of teachers (Gore & Zeichner, 1991; Herrman &
Sarracino, 1993). Reflective teaching has become
a widely used term in current discussions about
the nature of professional training. Reflective
teaching approaches to professional training and
Refective Practice: A Case Study of a Beginning Early
Childhood Teacher in Hong Kong

TSUI King Yuk Anita

Department of Early Childhood Education
The Hong Kong Institute of Education
Abstract
This study explores a beginning early childhood teachers reflective practices and looks for evidence
of characteristics of a refective practitioner. The participant took part in a series of refective thinking
activities over fve months. The fndings of this study revealed the participants refective practice in the
following aspects: on students learning, teacher-students interaction and teaching behaviour. Most of her
refections focused on technical and practical levels. The participant had the characteristic of a refective
practitioner. Through this case study the author wishes to facilitate refective teaching by early childhood
educators which in turn is expected to help improve the quality of their teaching, besides promoting
refective practice among early childhood educators.

development have been associated with notions

of growth through critical enquiry, analysis and
self-directed evaluation, and have sometimes
been distinguished from behaviour, skills or craft
apprenticeship approaches which emphasize the
acquisition of pre-determined classroom practices
(Zeichner, 1983). Thus, refection can be a tool for
continued personal and professional development
(Ottesen, 2007).
Literature Review
Refective Practice
Though considerable research on reflection
and reflective teaching among theoreticians,
researchers and teacher educators has been
conducted, there is no consensus with regard to
the defnition of refection (Schon, 1991; Rodgers,


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Hong Kong Journal of
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2002; Admiraal & Webbels, 2005; Ottesen, 2007).
Reflection, as a specialized form of thinking, has
long been recognized as an influential factor that
helps improve the quality of teaching (Dewey,
1933; Bowman & Stott, 1994; Hernandez, 2001).
Dewey (1933/1997) initiated a whole new line
of thinking on reflection. He characterized it as
(i) a state of doubt; and (ii) an act of searching.
He proposed that reflection involves not only
a sequence of ideas but also a consequence.
Shulman (1987) defned the process of refection as
reviewing, reconstructing, enacting and critically
analyzing ones own and the class performance.
Dirkx (1989) considered the importance of self-
improvement rather than the importance of moral,
ethical and political issues. Van Manen (1991)
asserted that reflection can take place only if
teachers in general have the time to think about
their teaching in terms of what was done, what
could have been done and what should the next
step be. Moon (1999), based on the above view,
considered that the word refection implies a form
of mental processing with a purpose and/or an
anticipated outcome. In this study, reflection is a
mental activity and a chain of ideas in the mind.
Some scholars, however, have delineated
different forms and types of refection. Van Manen
(1977) proposed three forms of refective practice:
technical refection, practical refection and critical
reflection. Technical reflection focuses on the
application of pedagogical knowledge and skills and
of basic principles of the curriculum for attaining a
given end; e.g., teaching content, teaching methods,
management skills and subject matters. Practical
refection involves the clarifcation of assumptions
related to pedagogical goals and evaluation of
consequences of a teaching action. This is derived
from subjective perceptions of the situation and
personal experience. Manen argued that critical
refectivity is the highest and most desirable form
of refection. Moral, ethical and political issues are
considered together with the means and the ends. In
this form of refection, teachers are concerned with
the value of knowledge, educational purposes, ends
and aims.
Reflective practice has been one of the most
popular features of professional preparation
programmes, especially in education (Nickel et.
al., 2010). As such, in relation to teacher education
programme, refection has several roles. Refection
is the focus of continued professional development
programmes (Moore, 2001). Many educators
consider that reflective abilities are desirable
characteristics of teachers (Gore and Zeichner,
1991; Herrmann and Sarracino, 1993). A study
(Ottesen, 2007) of in-service teachers concluded
that refection can be a tool for continued personal
and professional development. Pultorak (1996),
after a three-year qualitative research, proposed that
teacher reflection is a developmental process and
may be characteristic of beginning teachers. Cook
(1993), after reviewing over 170 articles and papers
on refection, concluded that no one has completely
addressed developmental aspects of refection.
Characteristics of Refective Practitioner
Research on effective teaching indicates
that relatively more effective teachers are often
reflective thinkers (Callaghan, 2002; Edwards
& Nicoll, 2006). The cultivation of reflective
practitioner has become a major goal of many
teacher education programmes (Chetcuti, 2002).
Earlier, Dewey (1933/1997) indicated three
attitudes to be prerequisites for reflective action.
The first is open-mindedness, an active desire
to listen to more sides than one (p. 29), and the
second prerequisite is responsibility, which refers
to careful consideration of consequences of a
particular action. Finally, Dewey (1933/1997)
referred to wholeheartedness, according to which
individuals should be willing to take a risk and
put their ideals into practice. These prerequisites
are t he cornerst ones of t eacher refl ect i on.
Researchers in America have begun to develop
what they claim to be a set of critical attributes
of reflection in an effort to distinguish reflective
teachers from their less reflective colleagues
(Day, 1933). Numerous scholars have highlighted
their respective versions of characteristics of
reflective practitioners. Calderhead (1992) said
becoming a reflective teacher may be considered
to be a matter of critically examining ones own
and others educational beliefs, and developing
a coherent, articulated view of teaching and


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learning. It is expected that refective teachers take
personal, social, ethical and political factors into
consideration. Reflective teachers should be as
concerned with student learning as with their own
(Capel et al., 1995). Cruickshank, Bainer & Metcalf
(1999) took a similar view, claiming that refective
practitioners purposefully deliberate or reflect on
teaching; they are open-minded, freely questioning
their own views and reactions to their teaching
practices; they consider and accept responsibility
for the consequences of the decisions; and they are
enthusiastic and eagerly focus on ways to improve
their teaching. Laker (2001) indicated the following
characteristics of refective teachers: (i) those who
look back on their work, their teaching and their
pupils learning and reconstruct what happened
and why; and (ii) propose alternatives and take into
account the social, moral and political contexts that
surround their teaching and schooling. This echoes
Deweys perception of the refective practitioner: a
person open-minded, responsible and trustworthy.
Methodology
This study used a case study design, providing
a detailed account and analysis of one single case
(Merrian, 1988). This study adopted an interpretive
approach to explore a beginning early childhood
teachers reflective practice. The main purpose
of an interpretive approach is to understand the
participants world. Human activity in specific
situations, from participants perspectives, is
examined (Hatch, 2002). Interactions between
researchers and participants create fndings using
predominantly qualitative methods. Thick and
detailed description is used to bring the contexts
and meanings of participants lives and behaviours
to readers (Patton, 1990).
Participant
A beginning early childhood teacher with less
than three years teaching experience was invited
to take part in this study (Table 1). The participant
completed a 3-Year (Full-time) Teacher Certifcate
in Early Childhood Education Programme. After
graduation she taught in a non-profit making
kindergarten. The researcher extended an invitation
to recent Teacher Certificate graduates, briefly
describing the study and soliciting volunteers. The
background, purposes and procedures of the project
were explained to the volunteers. All participants
were required to sign an informed consent form
indicating that they had agreed to participate in
and been informed about the study. All participants
were informed of their right to withdraw their
Table 1: Background of the Selected Beginning Teacher
Selected Teachers Name Teacher C
Sex Female
Years of teaching experience 2.5
Qualifcations
3-years (Full-time) Teacher Certifcate in Early Childhood
Education Course
Teachers daily refectivity before
participating in this study
Sometimes refects
Teachers attitude towards participating in
this study and availability
Willing to participate and available
School location
A newly developed town in the New Territories in a lower
& middle class area
School history 11 years
Type of school Non-proft
Students background Low and middle class families
School support towards refective activity Moderate


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consent and discontinue participation at any time,
and it was guaranteed that all findings would be
confdential.
Data Gathering
A series of refective thinking activities were
conducted in this study (Table 2). These refective
thinking activities took the form of journal writing,
interviews and workshops. Three objectives were
achieved: (1) to enable participant to become a
(more) reflective early childhood teacher; (2) to
enhance participants refection; and (3) to provide
time and opportunity for the participant to reflect
on her teaching. Each interview lasted for about an
hour and was audio-taped. The interviews were the
sources of information for analysis of data. Journal
writing was used to enhance student teachers
reflection during field experience placements
(Bain et al., 1999). Reflective journals allowed
participants time to stop and think about practising
(Regan, 2008). In this study, the participant
wrote a reflective journal and then the researcher
interviewed the participant based on the journal she
wrote. In this way, the chance of imposing personal
views of the researcher was minimized.
Analysis of Data
First, all the raw data (words, documents
and transcripts) were transcribed and translated
into English. Second, the researcher went through
transcripts and texts and made comments in the
margins alongside the data. Findings were merged
in the form of themes and patterns.
Further Refections on Methodology
For pragmatic reasons, the data collection
took place over a relatively short period of time
(5 months). Yet, the participant, Teacher C,
suggested that following further reflection, she
wished to implement changes into her teaching in
the following academic year. Thus, the duration
of data collection was not suffcient for observing
devel opment of t he deep change. Anot her
limitation in data collection that must be noted
was that the researcher should have collected as
much information as possible from the participants
colleagues and the principal in order to register
other representations and interpretations of the
situation, to avoid bias.
Empirical evidence about reflection in early
Table 2: Summary of the Data Gathering Process
Interventions / Activities
from March to July
Aims
An Interview for Personal and School Information Background Information about the participants
personal and professional development
Submitted a piece of monthly Refective Journal
(5 pieces)
Encouraged teacher to refect on her teaching
Monthly Reflective Thinking Interview (5
interviews) with researcher
Participant wrote a reflective journal before
interview and the researcher then interviews the
participant based on the journal she wrote
Encouraged to reflect on understanding of her
teaching
Reflective Thinking Workshop (a total of 4
workshops, including participant sharing after
video lesson observation, view about refection
and teaching, etc.) <See Appendix 1>
Enhanced participants reflective ability and
knowledge;
To see whether participant was becoming more
refective
A Final In-depth Interview
<See Appendix 2>
To explore participants reflective practice
and look for evidence of characteristics of the
refective practitioner
Overall aims were to encourage and understand the teachers refection.


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childhood education for beginning teachers is
seriously underplayed in Hong Kong. The effects
of reflective thinking activities used in this study
deserve further discussion. School life is a busy
life in Hong Kong and the participant was pre-
occupied with various duties and further studies.
It is suggested that the duration of data collection
be at least one year. Also the effects of reflective
thinking activities (journal writing, interview and
workshop) used in this study also deserve further
investigations and discussions in future studies.
Findings
In this study, it was found that Teacher C had
made considerable reflection on student learning,
made changes in her teaching behaviour, especially
in her interactions with children. She became more
child-centered. She refected more on her students
abilities and interests, and was more aware of
childrens feedback. It was claimed that Teacher
C was an enthusiastic early childhood teacher
eager to improve her teaching. In this study, there
was evidence showing the participant had the
characteristics of a refective practitioner.
Refect on Student Learning
Teacher C paid special attention to interests of
learning, ability and responses of her students. She
stressed that she gave her students room to express
and learn through self-experiences and exploration.
She said,
Personally, it is extremely essential for
the teacher to have a good understanding
in knowing the interests and abilities of her
students... (Reflective Journal II, & Reflective
Thinking Interview II, p.4)
In her reflection on teaching, Teacher C
mentioned that her students were interested in
trains. For example,
Students were very interested in trains. One
of the students pointed to the picture of a
big train and said, I ride on a train before.
Another student remarked, Trains in the old
days were not like these. The teacher then
asked, What do you think about the trains
that you know? Having heard this question,
more students began to talk about different
trains. Eventually, the teacher decided to take
her students to visit the Railway Museum.
(Refective Journal II & Refective Thinking Interview II,
p.5)
The above example shows that Teacher C
considered students interests seriously. In fact, the
Railway Museum is quite far away from the school.
The travelling time from the school to the museum
was about one hour.
Furthermore, Teacher C indicated that her
students need to learn through self-exploration. The
following segment was recorded.
When I talk about how to protect eggs using
suitable methods, I provide many guidelines
and express different views in a direct manner.
However, the students need to learn things
through their self experiences... However, it
is still a good chance for them to learn if they
could find out the reasons behind, and are
eager to try out better protection methods.
(Reflective Journal III & Reflective Thinking Interview
III, p.5).
Teacher C considered that she should let
her students think of better methods. She further
pointed out:
Sometimes, when the students were working
for exhibitions and competitions, or when we
have to get their works distributed to their
parents, I always talk too much to the students
during these activities and the process of
production. This limits the creativity of my
students because they follow instructions
rather than using their talent. (Refective Journal
III & Refective Thinking Interview III, p. 15-16).
Refect on Interaction with Students
Teacher C was more child centered. She
thought about the childrens behaviours and
reactions in the classroom.
I didnt have time to chat with them in


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order to know more about what they think.
Recently, because of this reason, I had caused
a student to be heart-broken and it also
affected the relationship between us. One day,
a girl brought me some photos after fnishing
her homework. She walked towards me and
showed me some photos. She wanted to share
her happiest moment on a day she had fun in a
park with her parents. At that time, I said, Im
now teaching children to write characters. Can
I see them later? She then went back to her
seat and she did come again and again. She
approached me three times but I gave her the
same answer by refusing to see the pictures
(Reflective Journal III & Reflective Thinking Interview
III, p. 9).
She further shared:
Eventually, she did not come again and then
shared those photos with other classmates... I
walked next to her and asked her to share the
pictures with me. And she replied, its fine.
You dont have time. You dont want to see
it. At that moment, I knew that she felt upset.
Then, I tried my best to explain everything to
her. I really wanted to take a look at those
photos. But I was busy with your classmates
at that time. After a while, she shared her
feelings about the pictures with me. (Refective
Journal III & Refective Thinking Interview III, p. 11).
Teacher C quoted another example.
I had mentioned that the time for activities
was so tight every day. We had to finish
everything in a rush One day, a parent
brought her child to me because the child had
got a few bruises on his arm I asked him,
Why didnt you tell your teacher that you fell
down somewhere? The child replied, No, I
didnt tell my teacher about that. His mum
then asked her, Why didnt you? In class,
children like to report and yell for teachers
over minor problems. The child spoke in a
mature tone. Teacher is very busy. She has
got lots of things to do. And I didnt interrupt
her. (Reflective Journal IV & Reflective Thinking
Interview IV, p. 6).
Teacher C said,
I will not say Im now busy now anymore.
But I will tell them, Please wait for a few
seconds. (Refective Journal IV & Refective Thinking
Interview IV, p 8).
I always say Please wait when the children
ask for my attention. They have also learned
to say Please wait When some children
put up their hands, signalling that they have
finished their homework, another child will
say, Please wait In reality, they signal other
things. Do I say Please wait so many times
to the children in class? (Reflective Journal IV &
Refective Thinking Interview IV, p. 9).
As is evident from the above reflection,
Teacher C treasured the sharing and interaction
with her students.
Refect on Teaching Performance
In addition, Teacher C was more aware of her
teaching performance and behaviour. She pointed
out that there were changes in her teaching. She
highlighted an example.
Today, I praised student A and I said, You
drew a wonderful picture. And I never
imagined that student B would say. I dont
understand why it is wonderful! At that time,
I thought, Student B was very impolite by
saying something like this. (Refective Journal V
& Refective Thinking Interview V, p.3).
Thinking it carefully again and again,
I partially agreed that his comment was
reasonable. When I made my comment on
Student As picture, my words were not
concrete enough. I just generally said that his
picture was wonderful. But I did not mention
why I thought his picture was wonderful. For
example, I should have said the picture is
wonderful for its overall structure, colour or
creativity. (Refective Journal V & Refective Thinking
Interview V, p. 4)


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This incident leads me to recall how I praised
the children before. Sometimes, my praise was
not clear and detailed enough... if teachers can
point out their praises more precisely, children
will definitely know more about their own
merits. (Refective Journal IV & Refective Thinking
Interview V, p. 8).
At the end of the project, Teacher C emphasized
that reflection is very significant to her and fellow
teachers:
Refection is certainly very signifcant to us.
As for a teacher, no matter what stages he/
she is in, or whether he/she is a beginning
or experienced teacher, he/she also has to
improve himself/herself in different stages
in his/her time Personally, teachers need
refection, and I have mentioned it. I need to
improve myself. (Final In-depth Interview, p. 3).
Teacher C commented that there were some
impacts on her refection after participating in this
project.
In her own words:
The reason why I have to change myself
i s t hat t he refl ect i on I di d before was
not as precise as the one I did during the
participation in this project. In the past, I
remembered part by part what I had done. Or
I just freely wrote down the key points in my
note book. To me, at that time, this was called
refection. However, after participating in this
project, I have to write all the things in detail.
I have to write and think at the same time. So
everything makes a deeper impression on my
mind we do observe children closely. (Final
In-depth Interview, p. 8).
Having participated in this study, Teacher C
amended her teaching and learning skills to the best
of her ability, and has become more professional
due to her personal refection.
Yes, I do see something bad in my teaching
sometimes, and I remind myself not to have
it happen again. During the lessons, the tone
I use to chat with children, or the vocabulary
I use in questions and answers, or the way I
handle the confictor the way they take care
of lifeor arrange each of these aspects in
a better way. (Final In-depth Interview, p. 5).
Finally, Teacher C suggested that more sharing
with others (partner / colleagues) could improve
their teaching.
I would like to talk about this with other
people. When doing the reflection on my
own, if there is another one defnitely. My
partner in the classroom will tell me about his/
her ideas. We may have different views on an
issue, and in some cases our views may be
very different. She will think of it in one way,
and I will think of it in another way. When
having different ideas, we will try to think
thoroughly to work for the best of it. (Final In-
depth Interview, p. 15).
Teacher C also recommended that reflection
should be done at a regular time.
It seems that reflection should be done
regularly at a certain time....a teacher who
does everything that she promises to do can
refect at any time. However, if her workload
is increased, her mind will then be slightly
affected. Shortly afterwards, she will gradually
decrease the time spent for reflection if her
work has not been running so smoothly. She
will do her reflection only if she encounters
diffculties that are hard to tackle. As for me,
everyone knows the way of thinking and is
likely to fnd out where the problem is. (Final
In-depth Interview, p. 20)
Discussions
Before this study, Teacher C would and
could reflect only occasionally. It was shown that
her reflective thinking changed gradually as she
participated in the study. The scope of her refection
broadened and she refected in greater detail on her
students learning, relationships with and between
students and her teaching performance. Most of her


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reflective thinking functioned at a technical level,
on the application of pedagogical knowledge and
skills for attaining a given end (Van Manen, 1977).
For example: teaching content, teaching behaviours
and students abilities and needs. Furthermore, she
refected on clarifcations of assumptions related to
teaching goals and evaluation of consequences of a
teaching action.
As the study proceeded, Teacher C was not
confined to a technical level anymore; she also
reflected on a practical level. She analyzed her
lessons related to teaching goals and evaluation
of consequences of a teaching action (more aware
of her teaching behaviour and its significance).
This level derives from subjective perceptions of
the situation and personal experience. Previous
studies (Lawson, 1989; Baptiste & Sheerer, 1997)
have suggested that beginning teachers focus
their reflection on technical level as they need to
survive the transition from being students to being
teachers; many beginning teachers fail in the course
of transition. However, it is of interest to note that
teacher C had a significant part of her reflection
at the practical level. It is worthwhile to further
investigate the factors that helped her to advance in
the hierarchy of refective thinking.
It was interpreted that Teacher Cs past
learning experience in primary and secondary
studies was with a noticeable emphasis. She wanted
her students to be able to think. This study revealed
that Teacher C had a clear and specific teaching
goal, to help her students become persons who
could think. She wanted to achieve this teaching
goal. The goal propelled her to use reflective
teaching to accomplish this goal. Through refection
to achieve the goal is one of the characteristics of
a reflective teacher. Moon (1999) and Rodgens
(2002) have emphasized that we reflect for a
purpose. The participant had a passion that came
from deep inside her heart. She gave herself a clear
direction and she knew the goal she wanted to
achieve; to learn how to think through encouraging
and helping her students to think and giving them a
sense of self-initiation. She wished to train them to
become persons who could think. Her role was to
impact knowledge but to scaffold students in their
learning and facilitating their growth. She was not
a knowledge reproducer, rather a scaffold person
and a promoter to help the students learn and grow.
She used reflective teaching to achieve this goal.
Teacher C had met teachers she considered good
at different times in her preschool and these good
teachers had greatly infuenced her attitude towards
early childhood teaching, nudging her in the
positive directions. She admired her teachers and
consciously or unconsciously wanted to become a
good teacher like them. These teachers had become
role models for her to follow. This was her common
goal and achieving this became a driving force that
pressed her to improve.
The study indicated that Teacher C accepted
suggestions and criticism from her students.
Calderhead (1992) said becoming a reflective
teacher is considered to be a matter of critically
examining ones own and others educational
beliefs, and developing a coherent, articulated
view of teaching and learning. In other words,
the characteristics of a reflective teacher are self-
criticize ones teaching, actively and consistently
review, in detail, ones own teaching behaviour,
and accept the views of her students. From the
interaction between the teacher and the students,
as well as her teaching behaviour, it can be seen
that the teacher cared for learning and development
of her students. Reflective teachers should be as
concerned with learning of students as with their
own (Capel, Leask and Turner, 1995). Researchers
(Cruickshank, Bainer & Metcalf, 1999; Laker
2001) take a similar view, claiming that refective
practitioners share certain characteristics. They
purposefully deliberate or refect on teaching; they
are open-minded, freely questioning their own
views and reactions to their teaching practices;
they consider and accept responsibility for the
consequences of their decisions; and they are
enthusiastic and eagerly focus on ways to improve
their teaching.
Based on the literature and research in
this field, it is generally agreed that reflective
teachers are those who are able to analyze their
own practice and the contexts in which it occurs.
They are expected to be able to stand back from


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their own teaching, evaluate their situations,
and take responsibility for their own actions.
This study concluded that Teacher C possesses
a reflective practitioners characteristics. She
could reflect on her teaching, ultimately for self-
improvement. She could reflect on or review her
actions. She displayed self-awareness and strives
towards self-improvement. She possesses open-
mindedness, responsibility and whole-heartedness.
All these should be enduring characteristics of
the behaviour rather than simply surface level
attitudes of mind. Being reflective practitioners,
teachers should comfortably engage in the mental
activity of reflection and relate more strongly to
the characteristics of refective persons, rather than
to habitual use of refection as a mental tool. This
echoes Dewey (1933/1997): refective teachers look
at classroom problems from many perspectives and
especially from those of their students.
Conclusions and Implications
From the study, it was observed that Teacher
C displayed reflective thinking in her teaching.
Most of the refection mainly focused at technical
level and a few functioned at practical level. Some
changes in her teaching performance were revealed
after a series of reflective thinking activities.
She could analyze her teaching activities and the
details of what had happened, and looked back on
her teaching and evaluated her own situation and
learning of her students. These had positive effects
on her teaching and her students learning. Teacher
C was an eager learner, and this was the driving
force behind her continuous self-improvement in
teaching. This study indicated that Teacher C had
the characteristics of a refective practitioner. These
characteristics included having passion in teaching
aiming at improving the quality of teaching and
learning.
Refective abilities are desirable characteristics
of teachers (Herrmann and Sarracino, 1993;
Chetcuti, 2002); reflection can be a tool for
continued personal and professional development
(Ottesen, 2007). Early childhood educators and
school administrators should take further actions
to allow teachers to engage in regular reflections.
Even though early childhood teachers in Hong
Kong are very busy in their daily working
schedules and duties, it is of importance for them
to have a regular time for reflection and sharing
with others (colleagues). The researcher concurs
with Dewey (1964, 1977) in that refection does not
occur naturally. Thus, it is suggested that refection
should be explicitly taught in teacher education
programmes and school st aff devel opment
programmes. If refection is used properly, it leads
to learning, more critical inquiry, intelligent living
and fruitful living.
Appendix 1: List out some Questions and Sharings from Refective Thinking Workshops
1. From your point of view, what does refection mean to you?
2. In your teaching experience, do you know when you refect on your teaching or anything related to
your teaching?
3. Did you engage in any refection after class?
4. The researcher shares with the participant about refection: defnitions of refection,
5. What do you think about your teaching after observation of your lesson through video-taping?
6. Do you have anything more you want to share with me?
Appendix 2: List out some Interview Questions from Final In-depth Interview
1. Do you think refection is important to you? If important, why? If not, why and how?
2. Are there any changes in your teaching after participating in this research project?
3. Have you ever thought that you will revise or change your teaching methods or strategies in the
coming year?


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4. Apart from refective teaching, what other things or factors help or improve your teaching?
5. Do you think that this project has enhanced your teaching?
6. What is an ideal and satisfying lesson?
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