The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong.
This study adopted narratives as the research design to unveil the contents of teachers’ reflection and how the contents affect their change in teaching practices under education reforms.
The study finds that teachers’ reflection starts with completion of curriculum (“technical level”), then consideration of students’ learning needs (“practical level”) and finally, the social justice and equality (“critical level”). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom.
This study underlines the value of reflection in the process of teacher change in their teaching practices.
