Reflective practice in primary science: Our journey

This paper presents the role of self- and peer- reflection for professional development in primary science. Building on Schon’s (1987) ideas of reflection-on-action and reflection-in-action, we propose how a space for professional dialogue among school teachers for professional development in science pedagogies in primary schools can be developed. WebDiver, a web-based video discussion system, was used as a mediating tool. Videos of lessons from a unit of work were uploaded into WebDiver and we commented on our own practices and that of our peers. These comments and the process of carrying out reflection are analyzed in this paper. Using narratives we highlight the process of reflection-on-action as we present our journey and the obstacles which we faced as we engage with ourselves, our peers and the researchers in our pursuit to become better science teachers. Resulting from our analyses, the influence which reflection-on-action has on reflection-in-action is also mentioned. The results of this study illustrate the intricate dialectic relationship between self and group, practice and theory, reflection and critique of practices. The positive washback effects of being involved in a peer review process for our personal growth as teachers are undeniable. While many have written on reflective practice, we approach this subject from a participant’s perspective to uncover the intricacies and dilemma of developing a space for professional dialogue through self-and peer- critique