Reflective Thinking and Teachers’ Development: A 3-Dimensional Framework for Novice Teachers

Abstract Book of the 8th World Conference on Teaching and Education

Year: 2025

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Reflective Thinking and Teachers’ Development: A 3-Dimensional Framework for Novice Teachers

Dr. Saeid Safaei Movahhed

ABSTRACT:

This ethnographic study explores the impact of the SCC Reflective Framework on the development of novice teachers’ reflective practices within two urban school settings. The SCC Reflective Framework promotes a three-dimensional approach to reflection: self-reflection, context-reflection, and content-reflection. Data were collected over a 12-week period using participant observation, reflective journals, and semi-structured interviews with four novice teachers. The findings reveal that self-reflection helped teachers identify their strengths and areas for improvement, fostering greater professional awareness. Context-reflection enabled teachers to adapt their teaching to the diverse needs of their students and navigate the complexities of their school environments. Content-reflection encouraged teachers to critically assess the curriculum, making lessons more relevant and engaging for students. However, challenges such as time constraints and institutional pressures were noted as barriers to fully implementing reflective practices.

Keywords: teachers’ reflection, ethnography, novice teachers, reflective teaching framework, professional development