International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 4
July-August 2026

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Reflective Practices of Secondary School Teachers: A Systematic Review of the Theoretical and Empirical Landscape

Author(s) Ms. Masarat Jabeen
Country India
Abstract Reflective practice seems to pop up a lot in todays conversations about teacher professionalism, you know, in that kind of way where people say it matters but also kind of mean different things. For secondary school teachers, it becomes a method to turn the everyday classroom moments into something more like professional learning, not just events that happened. Even if there’s more and more research on this topic, the work that really zooms in on secondary school settings is still rather thin. And to complicate it , existing reviews don’t quite line up: they vary in the models they choose, the methods they use, and the kinds of outcomes they talk about. This paper, then, offers a theoretical review of literature about reflective practice among secondary school teachers. It draws on important theories of reflection from people like Dewey, Schön, Kolb, and Brookfield. It also points to studies released between 2015 and 2026, though obviously that span brings in a range of perspectives. The whole review is loosely arranged around four ideas: first, the conceptual models that steer reflection; second, how reflective practice connects with teacher effectiveness and identity; third, the situations and conditions that make reflection possible; and fourth, the barriers that still show up, even when people want change. Overall the findings suggest reflective practice is, consistently, tied to stronger teaching and more professional resilience. Still, it’s not an automatic win, because the benefits tend to rely on structured guidance, actual time set aside by schools, and some real support from colleagues. The paper finishes with implications for teacher education, school leadership, and future research, basically positioning this work as a small step toward a clearer, more coherent theoretical grasp of reflective practice specifically at the secondary level.
Keywords professional development, reflective practice, , Schön ,secondary school teachers, , systematic review , teacher efficacy.
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-08-22
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E-ISSN 2582-2160
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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