The hall of mirrors

Reflective practice is practically inescapable. Reflecting on teaching, particularly early in a teaching career, is an important exercise in improving theoretical knowledge and practical teaching, and therefore becoming a competent professional (Hillier, 2005). There is always a new theory or practice to explore. Learning theory and teaching practice are closely linked and provide the basis for continual professional development in the discipline (Hillier, 2005).

In everyday life we hardly give it conscious thought. As humans we repeat actions at which we are competent almost subconsciously, and adopt useful new techniques, information, or methods as necessary to add to existing schema.

As a student teacher, the process is less familiar; reflection is conscious with a need to log areas for improvement and progress made. It’s more of challenge to question one's ability in writing and then justify how to address that. At the same time it is vital not to lose sight of areas of competence; these also require attention in order to maintain standards.

I have been reflecting on this recently. Reflecting about reflecting. You could call it meta-reflecting. Is it enough? Maybe meta-meta-reflecting is the way to go.

I'll reflect further on that over the weekend...

• Hillier, Y., 2005. Reflective teaching in further and adult education. A&C Black.