A Case Study of Perceptions of Adult Educators on Reflective Practice

Abstract

This research, as stated in the introduction part, unravels the perception of adult educators on reflective practice; whether there is a disparity between belief and actual practice, and factors that affect their involvement in reflective practice. The purpose of the present research is three-pronged: (1) to have a better understanding of the various viewpoints on reflective practice held by adult educators; (2) to enhance my research competence through reflecting upon research practice; and (3) to foster reflective practice through forming a collaborative research community. “Reflective practice is a powerful approach to professional development. But it is much more. It is an integrated way of thinking and acting focused on learning and behavioural change; it is individuals working to improve organizations through improving themselves.” This engagement is fundamental to promoting not only reflective researchers but also reflective communities. Not only the researchers but also in an educational setting, teachers, senior managers, heads and assistant heads should be involved in reflective practice and how it can be developed through building up reflective communities. Therefore, this paper voices both researchers’ and academics’ voices.