Facilitation of reflective practice as a collaborative and improvement-oriented professional learning

Professional learning literature advocate intentionality towards collaborative and improvement-oriented initiatives among teacher educators. Employing the notion of professional learning as praxis development, i.e., morally committed and change oriented action, this article discusses one teacher educator’s experiences of self-study on his facilitations of reflective practice. Through a reflexive thematic analysis on a self-reflective and interactive data sets, aspects of the proactive facilitations that prefigured praxis development are presented. These include researching self-in-practice and positioning contextual challenges as conditions for developing professional experiences. A dynamic of researching practices and creating conditions for improvements is identified to have led to developing improvement-oriented collaborative commitments in and for practice. Modelling and development of intrinsic motivations by attending to social and relational dimensions in sites of practice are highlighted as implications for improving collaborative commitments among practitioners in challenging contexts.