In this article we consider the importance of the role of reflective practice and research attitude for the professional development of in-service teachers. Nine teachers engaged in an international master course (in a Belgium and French university) are interviewed to obtain self-narratives. The two years full-time master was aimed to acquire skills of science educational research. The interview was conducted at the end of the master to explore their reflective practices and to evaluate the impact of the research attitude developed during the master on their reflective practices.
From the results we can consider how the reflection practice is differently by the teachers interviewed especially in relation to seniority in the teaching. The research activities learned in the master course has enabled the teachers to develop and expand they reflective practice on the analysis of their experience. In the same time emerges the need of a regular and more guided support to improve the reflective practice, especially for junior teachers.
Impedovo, M. A., & Khatoon Malik, S. (2016). Becoming a Reflective In-service Teacher: Role of Research Attitude. Australian Journal of Teacher Education, 41(1). https://doi.org/10.14221/ajte.2016v41n1.6