A brief survey of the literature shows that the methodology, results and reportage of reflective practices vary and are highly interdependent. This project will survey the available literature as extensively as possible, categorize the different aspects of the practices, methodologies, and reported outcomes and attempt to extract a general understanding of what works and what does not work and why.
From the results of this intensive survey of the literature we should be able to come to some conclusions concerning reflective practices. From these conclusions we can identify any elements which may be missing in the body of literature which might suggest directions for future study. In addition, we expect to be able to create a template of sorts to aid teachers in developing and documenting reflective practice in order to make this process easier and more useful. This will include a synthesized description of the role of the reflective practitioner in education, an informative chart showing reflective practice strategies, the benefits and problems or disadvantages of each plus an analysis of various instruments/tools used to exercise reflective practice.
Many textbooks have described and analyzed reflective practices, and there have been some influential texts which concentrated only upon this subject, such as those of Osterman, K., & Kottkamp, R. (2004) and York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2005). However, there needs to be ongoing study of these practices in order to have continuous evaluation and ongoing availability of current information.
One major purpose projects like this can serve is to filter the available literature and offer some guidance to those who wish to read more about reflective practices. An initial search on survey overview of reflective practice in education resulted in, at the least with the exclusion