Stimulating Reflection on Practice: Using the Supportive Classroom Reflection Process

Abstract

Although much is known about the features that contribute to the effectiveness of professional learning activities these are often not incorporated into the design of professional learning initiatives. This paper describes a mathematics professional learning process that was carefully designed to incorporate such principles, and illustrates its implementation by describing the case of one primary school teacher who participated in it. The potential wider applicability of the process and broader implications for professional learning are presented.