Teachers' Information and Communication Technology Reflexivity: A Collaborative Approach for Bringing Together Theory, Policy and Practice in Information and Communication Technology Integration

ABSTRACT This article introduces the ICT reflexive practice (ICT‐RP) approach as a situated, evidence‐based contribution to continuing professional development (CPD) and the pedagogical integration of information and communication technologies (ICT) in education. Grounded in a qualitative case study of a school that utilizes structured reflexive cycles, this approach traces three interrelated dimensions—professional, collaborative and institutional—that influence teachers' reflexivity about the pedagogical use of ICT, allowing them to bring together theory, policy and practice. A thematic analysis of classroom observations, interviews and departmental reflexive meetings reveals how individual pedagogical reflexion, colleague‐to‐colleague dialogue and institutional feedback interact to inform and evolve ICT practices. The ICT‐IRP can be integrated with established frameworks and models such as the Teaching for Understanding, offering a dynamic and recursive method and highlighting the social, contextual and organizational factors embedded within the school ecosystem. Integrating reflexion at individual and systemic levels facilitates a more critical, flexible and sustained use of ICT as a form of CPD, fostering innovation while aligning with overarching school policies and goals.