INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Jul 01, 2026 111 83

Critical Reflection Sessions: Teacher’s Perspectives During Professional Development

Lisa S. Ockerman 1 * ,
Sikha Bagui 2
1 Curriculum of Instruction, University of West Florida, USA2 Department of Computer Science, University of West Florida, USA* Corresponding Author
International Journal of Changes in Education, 3(2), 2026, 147-156, https://doi.org/10.47852/bonviewIJCE42023792
Online publication date: Oct 14, 2024
Publication date: Jul 01, 2026
Full Text (PDF)

ABSTRACT

This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb’s reflective observation stage within the experiential learning theory (ELT) framework on teachers’ professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers’ viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study’s findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

KEYWORDS

collaboration inquiry-based learning learner-centered professional development professional learning community reflection Kolb’s reflective observation

CITATION (APA)

Ockerman, L. S., & Bagui, S. (2026). Critical Reflection Sessions: Teacher’s Perspectives During Professional Development. International Journal of Changes in Education, 3(2), 147-156. https://doi.org/10.47852/bonviewIJCE42023792
Harvard
Ockerman, L. S., and Bagui, S. (2026). Critical Reflection Sessions: Teacher’s Perspectives During Professional Development. International Journal of Changes in Education, 3(2), pp. 147-156. https://doi.org/10.47852/bonviewIJCE42023792
Vancouver
Ockerman LS, Bagui S. Critical Reflection Sessions: Teacher’s Perspectives During Professional Development. International Journal of Changes in Education. 2026;3(2):147-56. https://doi.org/10.47852/bonviewIJCE42023792
AMA
Ockerman LS, Bagui S. Critical Reflection Sessions: Teacher’s Perspectives During Professional Development. International Journal of Changes in Education. 2026;3(2), 147-156. https://doi.org/10.47852/bonviewIJCE42023792
Chicago
Ockerman, Lisa S., and Sikha Bagui. "Critical Reflection Sessions: Teacher’s Perspectives During Professional Development". International Journal of Changes in Education 2026 3 no. 2 (2026): 147-156. https://doi.org/10.47852/bonviewIJCE42023792
MLA
Ockerman, Lisa S. et al. "Critical Reflection Sessions: Teacher’s Perspectives During Professional Development". International Journal of Changes in Education, vol. 3, no. 2, 2026, pp. 147-156. https://doi.org/10.47852/bonviewIJCE42023792

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