Empowering Educators Through Reflective Practice: A Meta-Model for Transformative Teacher Development in the 21st Century
คำสำคัญ:
reflective practice, teacher development, transformative education, digital pedagogy, professional growthบทคัดย่อ
In the 21st-century educational landscape, transformative teacher development is increasingly vital to meet the complex demands of globalized classrooms. This paper introduces a comprehensive meta-model grounded in reflective practice as a pathway to empower educators and cultivate continuous professional growth. Drawing upon theoretical and empirical research, the model integrates reflective methodologies with contemporary pedagogical frameworks such as Universal Design for Learning and DigCompEdu. These frameworks align teacher competencies with inclusive, student-centered learning while emphasizing digital literacy and adaptability. Central to the proposed model is the assertion that reflective practice is more than retrospection; it is a dynamic, iterative process fostering critical self-awareness, adaptive expertise, and pedagogical innovation. The paper explores how reflective practice enhances educators’ abilities to evaluate their instructional strategies, understand diverse learner needs, and adapt to changing educational contexts. Historical and theoretical perspectives are examined, including contributions from Dewey, Mezirow, and Freire, affirming the link between critical reflection, teacher identity, and transformative learning. Additionally, the paper highlights the role of institutional support, technological integration, and community-based learning in sustaining reflective cultures. Case studies from global contexts illustrate the model’s practical implementation, underscoring its effectiveness in both pre-service and in-service teacher education. Challenges such as institutional resistance, time constraints, and misconceptions about reflection are addressed with strategies for systemic change. Ultimately, the meta-model provides a scaffolded framework for reimagining teacher professional development, aligning educational practices with the goals of equity, innovation, and sustainable development. This research contributes to the discourse on empowering educators as reflective practitioners who drive meaningful educational reform.
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