Proposing grounded theory as a method to facilitate and extend reflective practice

Abstract For academics in higher education engaging in reflection-on-action is presumed to facilitate development and progression. However, some may struggle with how to engage in the process of personal reflection. We propose that grounded theory has many similarities to, and enablers for, personal reflection. Grounded theory, specifically constructivist grounded theory (CGT) has the capacity and potential to be employed as a process for teaching academics wishing to effectively reflect-on-action. We outline the similarities between personal reflection and grounded theory, specifically CGT. Drawing from the experience of the first author we consider each of the stages of CGT through the lens of how they reflected on their actions and the conclusions they came to, developing two frameworks that may facilitate improved teaching outcomes. We conclude by evaluating the efficacy of employing CGT as a tool to facilitate personal reflection-on-action for teaching academics, and present areas for further consideration.