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Education Sciences
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Enhancing Teaching through Reflective Practice: Strategies and Insights for Educators...
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Enhancing Teaching through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: 31 October 2025 | Viewed by 2819

Special Issue Editors

Prof. Dr. Remigijus Bubnys

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Guest Editor
Institute of Education, Vilnius University Siauliai Academy, Siauliai, Lithuania
Interests: higher education didactics; reflective learning and experiential (self-)education methods; culture of reflection and leadership in the organization; modelling practice of reflective studies; research methodology (qualitative; phenomenological hermeneutics)
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Jordi Colomer Feliu

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Guest Editor
Department of Physics, University of Girona, 17003 Girona, Spain
Interests: reflective learning; STEM education; tertiary education; education for sustainable development; science education; curriculim building student skills
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Aušra Kazlauskienė

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Guest Editor
Institute of Education, Vilnius University Siauliai Academy, 76351 Siauliai, Lithuania
Interests: teaching and learning processes; delf-directed and personalized learning; teacher education; educational quality management; early mathematical education

Special Issue Information

Dear Colleagues,

We invite researchers, educators, and practitioners to submit original research articles, review papers, theoretical explorations, case studies, and practical insights related to reflective practice in education. Submissions should provide rigorous analysis, evidence-based findings, and actionable recommendations to contribute to the ongoing discourse on enhancing teaching through reflective practice.

The concept of reflection (reflective teaching and learning) in education including its significance and historical evolution; theoretical approaches and models of reflection/reflective practice and lenses for reflective practice; empirical research on the impact of reflective practice on teaching effectiveness; methods and tools for reflection including reflective journals, teaching portfolios, and video recordings; reflective practice in different educational settings such as primary, secondary, higher education, and special education; case studies and real-life examples of the successful implementation of reflective practices in different educational contexts; the role of feedback and collaboration in enhancing reflective practice; challenges and barriers to reflective practice and strategies to overcome them; the impact of reflective practice on student outcomes including learning and engagement; professional development programs and training focused on reflective practice; longitudinal studies on the professional growth of educators engaged in reflective practice; future directions in reflective practice such as the integration of technology and new research findings; digital tools and platforms that facilitate reflective practice; technological innovations supporting reflective learning and teaching; and methodological questions and approaches for researching reflective practice. 

Increasingly, artificial intelligence is becoming an integral part of how society works. This raises the challenge of how to teach our students and how to create the conditions for the effective use of technology for higher levels of thinking and creativity. Several recent studies (Abdel-Karim et al, 2023; Li et al, 2023; Pretorius, 2023) argue that reflective practice may be the approach that will create the conditions to focus on the learning process. We therefore invite you to reconsider the expression of reflective practice using artificial intelligence as a tool. 

Prof. Dr. Remigijus Bubnys
Prof. Dr. Jordi Colomer Feliu
Prof. Dr. Aušra Kazlauskienė
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • reflection
  • reflective practice
  • reflective learning
  • reflective teaching
  • education
  • methods and tools for reflection
  • instruments of reflective practice and their effectiveness

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Published Papers (3 papers)

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Research

19 pages, 4408 KiB  
Article
Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education
by Amber Simpson, Alice Anderson, Adam V. Maltese, Lauren Penney and Kelli Paul
Educ. Sci. 2025, 15(3), 353; https://doi.org/10.3390/educsci15030353 - 12 Mar 2025
Viewed by 490
Abstract
Traditional professional development for informal educators often relies on brief, lecture-based sessions that reinforce familiar teaching practices. In collaboration with 27 informal learning organizations across four years, we attended to the need for authentic, long-term professional development through the co-adaptation and co-refinement of [...] Read more.
Traditional professional development for informal educators often relies on brief, lecture-based sessions that reinforce familiar teaching practices. In collaboration with 27 informal learning organizations across four years, we attended to the need for authentic, long-term professional development through the co-adaptation and co-refinement of a reflective video-based cycle. This focus on supporting informal educators to productively attend, interpret, and respond to youths’ experiences with failure while engaged in science, technology, engineering, and mathematics (STEM) related activities. This paper describes how and why organizations co-adapted components of the professional development failure cycle to support the operational constraints of their organizations while addressing the specific needs of their informal educators. Co-adaptations addressed the following: (a) educators’ discomfort and vulnerabilities, (b) time constraints, (c) staff turnover, and (d) lack of tools. These adaptations refined the development of a reflective video-based professional development framework that informal STEM institutions can adopt to equip educators with strategies and build a supportive community, helping youths navigate and learn from failure. Full article
(This article belongs to the Special Issue Enhancing Teaching through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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15 pages, 250 KiB  
Article
Metacognitive Monitoring in Written Communication: Improving Reflective Practice
by István Zsigmond, Panagiota Metallidou, Plousia Misailidi, Kalypso Iordanou and Eleonora Papaleontiou-Louca
Educ. Sci. 2025, 15(3), 299; https://doi.org/10.3390/educsci15030299 - 27 Feb 2025
Viewed by 519
Abstract
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. [...] Read more.
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhancing the metacognitive abilities of both children and teachers. The final form of classroom activities was developed at the country level using action research methods with the involvement of teachers. After implementing a 3-week educational program involving 35 experimental and 19 control groups from Romanian public schools, a comparison of pre- and post-test scores indicated a significant increase in the number of children in the experimental group with improved efficiency in metacognitive monitoring in reading. Teachers’ metacognitive awareness significantly improved after the Teacher Training Program, as indicated by a comparison of the pre- and post-training results of the Metacognitive Awareness Inventory for Teachers (MAIT). No correlation was found between teachers’ development scores (as expressed by differences between pre- and post-intervention MAIT results) and the number of students from their classes whose progress in metacognitive monitoring significantly increased. The cyclical process of the action research methodology proved to be useful for increasing the efficiency of the intervention program. However, due to methodological limitations, the results are primarily interpretable within a local context. The results confirm expert recommendations aimed at integrating the targeted development of metacognitive teaching skills into both pre-service and in-service teacher training programs. Full article
(This article belongs to the Special Issue Enhancing Teaching through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
22 pages, 1753 KiB  
Article
Using Self-Efficacy and Reflection to Improve Piano Learning Performance
by Suqi Dong and Genutė Gedvilienė
Educ. Sci. 2025, 15(1), 50; https://doi.org/10.3390/educsci15010050 - 7 Jan 2025
Viewed by 1193
Abstract
There are many influences on the piano playing learning process. Research on combining it with self-regulated learning (SRL) methods has rarely been reported. This study aimed to elucidate the complex relationships between social skills, anxiety, and self-efficacy (SE) in piano learning and performance [...] Read more.
There are many influences on the piano playing learning process. Research on combining it with self-regulated learning (SRL) methods has rarely been reported. This study aimed to elucidate the complex relationships between social skills, anxiety, and self-efficacy (SE) in piano learning and performance contexts. The question of whether reflection enhances SRL effectiveness was also raised. The participants included 24 Chinese piano students, who were divided into three groups and received different emotional interventions. Over the course of an eight-week study program, the groups were exposed to different teaching methods. One group received positive emotional input designed to boost confidence, another group encountered negative emotional input that triggered stress, and a control group received a routine without emotional manipulation. The relationship between anxiety, self-efficacy, social skills, mood, and reflection were explained through quantitative academic performance results and qualitative return interviews. The results showed that self-efficacy was significantly negatively related to anxiety levels, while transient emotional states had minimal impact on immediate learning outcomes. Reflection, on the other hand, led to the increased effectiveness of SRL, which could quickly alleviate anxiety and increase self-efficacy by enhancing students’ reflective process after class. This study also highlights the complexity of the interplay between social skills and self-efficacy, as well as anxiety levels. These findings suggest that fostering self-efficacy and reflective practices in piano education can help manage student anxiety and improve learning outcomes, providing valuable insights for teaching strategies. Full article
(This article belongs to the Special Issue Enhancing Teaching through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)
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