Abstract:

In today’s world, in the so-called post-method era, when important independent decisions are expected from teachers at the stages of planning, implementation and evaluation of the educational process, reflection has become essential for an independent critical-thinking professional able to adapt their own views to the novelties. Reflective practice of teachers is widely used in the field of teachers’ professional development. The article aims to investigate the role that reflective practice has played in teachers’ professional development in the independent Republic of Georgia throughout the educational reform since 2005. The article focuses on the evolution of reflective practice and the demands the teachers have been facing. The importance of reflection for the professional development of teachers has been realised in Georgia and has been presented in the relevant legislative framework, such as the Professional Development and Career Advancement Scheme and the Professional Standards for Teachers. The study has identified an intriguing conflict between the seeming decrease in the weight of reflection in teachers assessment process and the importance given to reflection in the legislative documents and interviews with education experts who have been working on the policy for teachers’ professional development, and/or have been facilitators or teacher trainers.

Keywords:

Reflection, reflective practice, teachers' professional development, teachers' assessment.