A Study on Teacher Professional Growth and Teaching Improvement Strategies Based on Reflective Practice

Abstract

In the context of educational reform in the new era, teacher professional growth has shifted from experience accumulation to reflective innovation. As the core link between teaching experience and professional development, reflective practice has become increasingly valuable. Currently, some teachers face challenges such as weak reflective awareness, limited reflective methods, and difficulty in translating reflective findings, leading to a repetitive cycle in teaching improvement. Based on reflective practice theory and the core needs of teacher professional growth, this paper explores the inherent relationship between reflective practice and the improvement of teachers' professional competence through literature review and practical logic analysis. It then proposes a teaching improvement path characterized by "problem-oriented - multidimensional reflection - strategy optimization - practical verification." The research demonstrates that effective reflective practice relies on deep individual reflection, collaborative team reflection, and a regularized reflection mechanism. This approach can help teachers break through the limitations of rigid teaching experience and promote a shift from passive execution to active optimization, ultimately achieving a synergistic improvement in teacher professionalism and teaching quality. The findings of this paper provide theoretical references for primary and secondary school teachers to implement reflective practice and offer practical insights for schools to build support systems for teacher professional development.