Reflective Problem-solving of Learning Teachers

The aim of this current study is to understand reflective problem solving of teachers who are active in learning. Teachers’ continuing professional development cannot be separated from reflective practice and problem solving, neither in individual, nor in organizational level. In this research 37 teachers were chosen from the database of the Hungarian Institute for Educational Research and Development, who are active in trainings and participating in developments and innovations. Teachers’ beliefs and perceptions had been looked at through their professional career narratives, semi-structured interviews and focus group discussions. The results of the study indicate that teachers’ reflection is based on problems. Whereas teachers interpreted problems as the lack of professional competencies, which is becoming one of the barriers of reflective dialogue of the community. Moreover we identified organizational and personal barriers of deeper strategic reflection. In conclusion, the elements of horizontal learning are present in the life of the organizations, but these are not associated on a systemic level in order to support teachers’ reflective problem solving.