This study was motivated by the need to understand the role and function of teachers’ reflection as it “is” rather than as it “ought” to be. The focus of the study was to describe teachers’ reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and crosscase analysis were employed in analyzing the data. Findings indicated that the participants’ microreflection, the type of reflection that informs teachers’ day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers’ practices over time, influenced changes in the teachers’ classroom practice and professional development.
Niki Tsangaridou is with the Education Department at the University of Cyprus, Kallipoleos 59, P.O. Box 537, Nicosia, Cyprus. Mary O’Sullivan is with the School of Physical Activity and Educational Sciences at The Ohio State University, 309 Pomerene Hall, 1760 Neil Avenue, Columbus, OH 43210.