The Theoretical Foundations And Practical Significance Of The Reflective Approach In General Secondary Education

Abstract

Reflective approach in general secondary education reframes teaching and learning as a cyclical, inquiry-driven process that integrates evidence, theory, and context to improve instructional decisions and student outcomes. This article consolidates the theoretical bases of reflection—from Dewey’s logic of inquiry and Schön’s reflective practitioner to Kolb’s experiential learning cycle and recent work on assessment for learning—into a coherent pedagogical construct suited to contemporary schools. Using a narrative integrative review and analytic exemplification, the study interrogates how reflection functions epistemically, ethically, and organizationally, and explains the mechanisms through which reflective routines enhance learning quality, equity, and teacher professionalism. The analysis shows that reflection becomes educationally powerful when it is anchored in trustworthy evidence, articulated learning intentions, and dialogic feedback; when it is conducted within enabling organizational conditions; and when it is grounded in teachers’ professional judgment rather than procedural compliance. Practical implications include designing task-embedded assessments, cultivating feedback literacy among students and staff, aligning professional development with short-cycle inquiry, and building school cultures that treat error as information for improvement. The article concludes that the reflective approach is not an optional add-on but a foundational architecture for curriculum enactment, instructional design, and whole-school improvement in general secondary education.