The literature has defined reflective dialogue inquiry as teachers becoming aware of their work as teachers and where teachers have the space to express and reflect on their view- points and ideas, in regards to teaching and learning, in addition to having conversations about students and teaching and learning (Bryk et al., 1999; Graham, 2007; Hord, 1997b; Owens, 2010; Snow-Gerono, 2005). Furthermore, reflective dialogue inquiry is an important aspect of collaboration, which provides on-going opportunities for teachers to learn togeth- er, to apply learning to classroom practices and then to reflect on what works for them and what has not worked for them and why (Chappius et al., 2009). The findings of this study show that only a few teachers in these two CHSs have engaged in reflective practices, while the majority of the other teachers admit to not having the opportunity to engage in reflec- tive practices (due to some factors which are discussed later). It is evident in this study that those teachers, who have engaged in reflective practices, either have the opportunity to think about their work after their classes, or they reflect on their day’s teaching and work when they return to their homes. The study also found that either teachers record their thoughts and reflections in their minds, or they write their thoughts down.
In addition, Sindberg (2011) found that the unique culture of teaching allows for discussions about everyday issues and general complaints about students or the school, but for teachers to talk to each other about teaching (or what goes on inside their classroom) is just not practical. A school culture that promotes independence may make it difficult for teachers to share feelings and insecurities about their work (Sindberg, 2011). Similarly, the study’s find- ings reveal that only one teacher mentions sometimes having the opportunity to discuss or have conversation with his colleague, if a problem arises during a lesson for either of them. According to the findings of Poskitt and Taylor (2007), only a few teachers have the oppor- tunity, time and skills to engage in professional conversations, even though professional conversations provide useful opportunities for teachers to acquire new knowledge and un- derstanding.
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However, despite only a few teachers in this study currently engaging in reflective practices, the development of PLCs in these two CHSs can provide these teachers with opportunities, time and skills for them to practice reflective dialogue inquiry (Snow-Gerono, 2005). The lit- erature has confirmed that reflective practices are an important aspect of collaboration within a PLC, which involves teachers thinking deeply about their work and others’ practice and also having continual dialogue about their students, teaching and learning for effective instructional practices (Darling-Hammond & Richardson, 2009; Hord, 1997a; Louis et al., 1996; Roberts & Pruitt, 2009; Snow-Gerono, 2005).
5.4.1 Benefits of reflective practices
Apparently, the few teachers who have been involved in reflective practices indicate that these reflective practices have helped them in their teaching and learning practices. In the case of one teacher, he believed that when he engages in reflective dialogue with his col- league it provides the opportunity for them to collectively solve problems. In the case of an- other teacher, reflective practices have helped her to improve her teaching from last year and for one other teacher, reflective practices have helped her to identify her strengths and weaknesses in teaching and what areas she needs to improve on. Similar findings in the lit- erature have found that reflective practices provide the space for teachers to express and reflect their own viewpoints and ideas and those of other teachers, which ultimately lead to professional growth and educational change (Darling-Hammond & Richardson, 2009; Snow- Gerono, 2005). Furthermore, the literature has revealed that reflective practices provide reflective skills that will enable teachers to question and challenge one another’s practice and solve problems collectively, in addition to learning about new ideas and new infor- mation and applying this new knowledge (Darling-Hammond & Richardson, 2009; Owens, 2010; Reichstetter, 2006; Stoll et al., 2006).
5.4.2 Barriers to reflective practices
As mentioned previously, only a few of the participant teachers have engaged in reflective practices within their teaching and learning. Findings in this study reveal five possible rea- sons why reflective practices are not practiced by the majority of these teachers: time; workload; teacher availability; and lack of skills.
131 5.4.2a Time
In the literature on PLC, time is an important factor that is needed, in order to support a change process, because teachers need time to process information to fit their individual needs, before they can apply changes to their ideas or behaviour (Baldwin, 2008; Easton, 2008; Heirdsfield et al., 2010; Hord, 1997b; Kruse et al., 1994; Lujan & Day, 2010; Morrissey, 2000; Poskitt, 2005; Reichstetter, 2006; Speck & Knipe, 2001). Teacher learning is built-up when teachers have the time and opportunities for group interactions and collaboration with their professional peers (Huebner, 2009). It is evident in the study’s findings that the majority of the teachers do not have the time to reflect on their work after teaching a les- son, since their class periods usually follow on, one after another. Furthermore, one teacher admitted to not having the time to engage in reflective practices after her classes, as she usually has family commitments to attend to.
Another reason found, for teachers not engaging in reflective practices, is due to RCHS sometimes experiencing changes within their school programmes, which places an extra burden on its teachers to meet the requirement of their subject syllabus prior to the exter- nal examinations. For example, sometimes, due to food shortages for students in the school, RCHS would have a shorter semester, thus giving teachers no time for reflective practices, since they would need to concentrate on covering the topics in their syllabus. This situation does not allow any time for the teachers to think deeply about their work, or even to hold professional conversations with their colleagues. The literature has revealed that it is still uncommon for teachers to have time to hold professional dialogues with their peers (Snow- Gerono, 2005). The study’s findings also found that lack of time discipline is also a barrier to teachers being involved in reflective practices. Jacobson (2010) mentioned that often schools do not make use of the time resources they have for collaborative inquiry.
5.4.2b Workloads
Evidence in the study’s findings show that teacher workload is also a barrier for teachers to engage in reflective practices. A study has shown that teachers who are faced with high workloads experience stress and strain (Dick & Wagner, 2001). In addition, Carr and Chambers (2006, p. 274) stated that “allocating time out of what is perceived as an exces- sive workload is unlikely to occur unless the activity is highly valued by schools and by teachers.” The study’s findings reveal that the participant teachers, who have a heavy load-
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ing of class periods to teach, have less time to engage in reflective practices, than those teachers who have a light load of class periods. Also, this study found that a teacher who has administrative roles within the school, apart from teaching classes, may basically have no time at all to engage in reflective practices. Giles and Hargreaves (2006) have supported that the nature of social interactions within a school can be affected by workloads and loss of time.
5.4.2c Availability of teachers
This study also identified a reason why most teachers do not practice reflective dialogue in their teaching and learning. This is because they claim that, most times, other teachers are not available for them to hold conversations together. For example, a teacher finishing his or her classes may find that he or she needs to talk about a problem that has arisen in his or her class but, upon coming into the staffroom, most teachers are busy reading or writing and basically, there is not a teacher available with whom he or she can hold a dialogue. 5.4.2d Lack of reflective practice skills
The study of Mueller (2003) has revealed that teachers lack reflective practice skills since, in that particular study they did not know what to write about or how to write about their learning experiences and practices. Similarly, this study’s findings show that most teachers may also lack reflective practice skills. This fact is clearly demonstrated in a teacher’s com- ment when she admits that she knows very little about recording/writing one’s thoughts and ideas about work, teaching and learning. Some teachers also express that reflective practice is not their practice, especially when they usually teach lessons without any lesson plans.
Therefore, from the study’s findings on teachers’ reflective practices, it can be said that teachers working within these CHSs, who have engaged in some reflective practices, have experienced benefits in their teaching and learning practices. However, the study’s findings also show that there are barriers to reflective practices which need to be addressed, in or- der for teachers to engage effectively in reflective practices. Reflective practice is relevant for professional growth and improvement in teacher learning and practices within PLCs (Snow-Gerono, 2005).
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