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Becoming a Reflective Practitioner: Unpacking the Teacher’s Complex Roles



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As teachers, we have experienced that the job of a teacher is much more than delivering lessons. Teachers are counsellors, motivators, administrators, researchers, and so much more, often juggling a myriad of responsibilities simultaneously.  

I addressed this as the central theme of a recent webinar titled "Becoming Reflective Practitioners: Unpacking the Teacher’s Role," organized by Avinya AcademIEQ Initiatives (AAI) in collaboration with the Centre for Training Excellence (CFTE).  This post is a summary, highlighting:  

  • What are the complex roles that teachers play within the context of a school? 

  • Why is reflective practice essential for continuously improving a teacher’s professional roles? 

  • What tools and strategies can teachers use to strengthen their reflective practice? 

I attempt to draw insights from Shirley F. Heck and C. Ray Williams’ book, The Complex Roles of the Teacher: An Ecological Perspective, which portrays the teacher's role as a dynamic, interactive, and integrated structure of relationships, rather than a collection of separate functions. Understanding these interconnected roles is the first step towards purposeful reflection. Heck and Williams identify eleven distinct, yet deeply interwoven, roles that teachers embody.  


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The 'Why': Embracing Reflective Practice 

Given these complex and demanding roles, it's easy to get caught in routines, losing sight of the deeper purpose behind our actions. This is where reflective practice becomes indispensable. Schön, D. A. (1987) defined it as "the ability to reflect on one's actions so as to engage in a process of continuous learning". Reflection supports teachers in continuous learning, challenges assumptions, and helps teachers understand their strengths and areas of Growth.  The benefits of self-reflective practices are summarised below: 


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The 'How': Critical I Questions. 

The webinar highlighted "critical I questions" to "unpack roles". These questions can act as learning triggers which has the potential to encourage deeper, purposeful reflection into teachers’ practice. An example of "I questions” was shared, taking the example from the Caring Role: 

  • How do I reflect on my personal values and beliefs in the classroom? 

  • How do I cultivate empathy, patience, and compassion in my communication with my children and colleagues? 

  • How do I balance being approachable with maintaining authority? 

  • How do I recognize early signs of stress? What are the main causes of stress in my teaching life, and how does it impact my performance and well-being? 

  • How do I set realistic professional development goals, stay motivated and seek feedback to improve my teaching? 

It might be worthwhile to consider seeking answers to Critical I questions for other roles of teachers as well. Beyond these questions, teachers may consider these practical strategies for embedding reflection into their daily lives: 

 

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As Guy Claxton aptly puts it, "If we want young people to develop the habits of thinking for themselves, using their imagination, being open to new ideas, saying when they don’t understand and exploring real challenges together, then they have to see their teachers doing the same thing". Embracing reflective practice is not about achieving perfection but about committing to continuous learning and growth. It’s about becoming more self-aware, adaptable, and resilient in a profession that demands so much.  

By consciously reflecting on our intricate roles, we not only enhance our professional excellence but also foster our personal well-being, ultimately unleashing the full potential of both us and our students. Let's be reflective practitioners and truly soar! 

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Dear reader,  

If you would like to read more about reflective practices and the roles of a teacher, here are some of the references from the article: 

 

 

 

Acknowledgements/Credits : 

I thank Avinya AcademIEQ Initiatives (AAI) for organising this webinar for teachers on 28th May 2025, giving me the opportunity to share my experiences and thoughts on this topic. This article was written with assistance from tools Notemaker AI and Chat GPT, with review support from Ms. Sanjana Rangan. 

 

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Dr. N. Ramkumar,

Head - Teacher Professional Excellence

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