Educational Reflection: Metacognitive Feedback in Teaching

Abstract

The present study aims at theoretically approaching the concept of "educational reflection", namely of a complex metacognitive process that feeds important information back to the agents of the instructional/learning process shaping, thus, decisively deep understanding and in-class activation of the teachers. Educational reflection, which has not been adequately analyzed with regard to educational research and literature in Greece, is carried out using reflection models and procedures as well as practices that promote deliberate thoughtfulness of teachers and their interaction during professional development effort. The models, the means of enhancing and implementing the processes, the forms and aspects of educational reflection and the benefits of a systematic deepening of this complex cognitive feedback procedure constitute the core content of the present paper.