Document Type : Original Research
Authors
1
Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2
Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3
Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
10.48310/itt.2025.20531.1180
Abstract
Reflection, as a link between theory and practice, has been examined in teachers studies through various approaches and perspectives. The present study aims to explore the conceptual development of reflection by identifying philosophical-theoretical paradigms, extracting empirical reflective themes, and analyzing their interrelationships. This qualitative study, using a systematic review strategy and a deductive–inductive theme-based analysis method, has examined 91 sources (including 32 theoretical and 59 empirical sources) published between 1983 and 2025. The findings revealed six foundational paradigms—pragmatism, phenomenology (descriptive and interpretive), constructivism (cognitive, social, and critical), critical-social theory, poststructuralism, and emerging post-paradigm approaches (such as complexity theory, critical realism, and post-humanism)—each emphasizing a distinct dimension of reflection. Analysis of the empirical studies led to the identification of a wide range of frequently recurring reflective themes (22 themes), ranging from technical, practical, and critical reflection to diffraction, causal, and multidimensional reflection. This study, by presenting an integrated view of the theoretical and practical foundations of reflection, offers a conceptual framework for analyzing and enhancing teacher education at theoretical, instructional, and policy levels. While reflection in the past was mainly defined as a tool for revisiting practice, the findings of this study emphasize that reflection should be redefined as an existential, critical, social, and technological process. Teacher reflection, as analyzed in this research, is necessary not only for being a teacher but for being an “educational human” in the contemporary world.
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