Figure 1
The conceptual flow diagram presents a cyclical professional learning framework within two nested oval boundaries. The outer oval is labeled “Individual reflections”. Inside it, a second oval is labeled “Professional Learning Cycle”. Within the inner oval, two rectangular boxes appear in the upper center. The left box is labeled “Variation Theory” and contains the text “Critical aspects” and “Patterns of variation”. The right box is labeled “Reflection Theory” and contains the text “Reflection on or in or for action”, “Planning strategies (forward, central, and backward)”, and “Theory reciprocity Practice”. Between the two boxes is a double-headed horizontal arrow indicating a bidirectional relationship. Below them, a horizontal rectangle labeled “Visualisation as reflective resource” appears. Diagonal arrows run from “Variation Theory” downward to “Visualisation as reflective resource” and from “Reflection Theory” downward to “Visualisation as reflective resource”. A vertical double-headed arrow connects “Visualisation as reflective resource” with the text “Enactment (reflection-in-action)” positioned below it. From the left side of the cycle, the text “Post-lesson (reflection-for-action)” connects with an arrow pointing right toward “Visualisation as reflective resource”. From the right side, the text “Planning (reflection-on-action)” connects with an arrow pointing left toward “Visualisation as reflective resource”. Curved arrows along the inner oval show the cycle moving from “Post-lesson (reflection-for-action)” to “Variation Theory”, then to “Reflection Theory”, then to “Planning (reflection-on-action)”, then downward to “Enactment (reflection-in-action)”, and back toward “Post-lesson (reflection-for-action)”, illustrating the continuous professional learning cycle within individual reflections.Visualisation as reflective resource