Abstract:
With advances in using the teachers’ classroom as the foreground for teacher improvement, reflective and
collaborative activities provide teachers with a positive attitude towards questioning their teaching in a
variety of professional development contexts. This study therefore explores how teachers within one
school develop their thinking about their practices, if given an opportunity to engage in a planned series
of critical dialogues relating to their own classroom teachings. Using a case study approach, four mathe matics teachers purposely and through theoretical sampling techniques were selected in a school in Ghana
for the study. The field research included interviews and reflective dialogue. Key issues identified include
the opportunities to systematically and rigorously diagnose their practices leading to the development of
different reflective scales when reflecting. The process was found to be a tool for supporting teachers to
critically think which is underpinned by social, political and cultural issues as a process to analyze com peting claims and viewpoints. Recommendations for policy and potential areas for further research were
also made.
Keywords: Reflective Collaborative Practices; Junior High School; Reflective Scales
