Reflection and the object of learning

Abstract

Purpose – The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process. Design/methodology/approach – The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Those concepts are related to the concepts of reflection in-, on- and for-action. Analysis of data allows for determination of what kind of reflection is used in teachers’ professional development (PD) and the teachers’ perceptions of the relevance and usefulness of the PD. Findings – The results show that, using the concepts of critical aspects and dimensions of variation, teachers practiced reflection in-, on- and for-action in a non-dualistic way. Practical implications – The preliminary results confirm that the teachers change their behaviours, through reflection processes, if they have the opportunity to focus on the object of learning and to use research results found in mathematics education in order to open up dimensions of variation in the identified critical aspects. Social implications – The design of algebra modules, according to concepts from variation theory and the reflection process, is the main result of this study. The model used in creating the modules has the potential for supporting and increasing teachers’ reflection process. Originality/value – A conceptual model of work practice evolution is proposed. The model is conceived as an intermediary between models of reflection, action at work and models of organisational teaching in the classroom. It considers work practices as evolving through confrontations between critical aspects, action in context, reflections in-, on- and for-action. The author advocate that the use of the presented methodology is not only inevitable but also vital to improve teachers’ PD.