This is a comparative and contrastive approach that builds triangulation not possible when the reflective practice is the subjective composition of the performing individual alone.

Both quantitative and qualitative methodologies are possible. In a fully developed model (which this is not, at least yet), either, and/or both methodologies could be employed, with relative caveats regarding generalisability applied. The method is as follows:

  1. The teacher writes reflectively on a particular lesson, term, unit, assessment, etc. The teacher may apply a structured model of reflective writing to ensure coverage, stimulate thought, and define areas of weakness that can be addressed by improvements in future practice.

This stage is in no important way significantly different from the standard approach advocated by most writers on the use of pedagogic reflective writing. However, in my model, this is only the first step.

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