Journal of East China Normal University(Educational Sciences) ›› 2022, Vol. 40 ›› Issue (10): 17-28.doi: 10.16382/j.cnki.1000-5560.2022.10.002

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Does Reflection Improve Teachers’ Classroom Behavior Continuously: Based on a Longitudinal Study of Teachers with Different Teaching Philosophy

Fan Yang1, Yuxuan He1, Zhichen Xia2   

  1. 1. School of Education, Soochow University, Jiangsu Suzhou 215123, China
    2. Normal College, Changshu Institute of Technology, Jiangsu Suzhou 215500, China
  • Accepted:2022-04-08 Online:2022-10-01 Published:2022-09-29


Reflection is an important way to promote the professional development of primary and secondary school teachers. This study conducted a multi-level linear growth model analysis based on three waves of a longitudinal study of 301 primary and secondary school teachers over one year. In this study, the developmental trend of teachers' classroom behaviour, and the influence of reflection on the developmental trend of teachers’ classroom behaviour were described, then the classroom behavior effects with different teaching philosophies through conducting reflection were discussed. The results show that teachers’ classroom behaviour will be significantly and continuously improved with the implementation of reflection. Reflection has different continuous effects on teachers with different teaching philosophies. Teachers who hold a teaching philosophy of student-centeredness are more likely to obtain positive effects of classroom behaviour in the process of reflection. Because of the positive and continuous influence of reflection on teachers’ classroom behaviour, teachers should be guided to form a “student-centeredness” teaching philosophy and should improve classroom behaviour through conducting reflection in the future.

Key words: reflection, teachers’ classroom behavior, teaching philosophy, longitudinal study