Enhancing Educator Development through Reflective Journals: Theories, Models, and Interventions in Higher Education

Abstract

Reflective practice is increasingly recognized as a cornerstone of professional development in higher education. This research article explores the integration and effectiveness of reflective practice, specifically through the use of reflective journals, within the professional development of educators. By reviewing a range of theoretical frameworks and empirical studies, the paper evaluates how reflective journals can enhance educators’ self-awareness, teaching practices, and ongoing professional growth. New models of reflective practice, including structured journaling prompts and collaborative feedback systems, are discussed to propose practical interventions that higher education institutions can implement. Limitations of current research, including sample size and methodology biases, are addressed, and areas for future research are suggested to further validate and expand on the findings. This article contributes to the body of knowledge by providing evidence-based practices that foster a reflective culture within educational settings, ultimately enhancing the professional capabilities of educators.