Critical Reflection in Professional Development : Iterative Reflective Practice for Self- Directed Learners

This study investigates how iterative reflective practice impacts reflection depth in self-directed professional learning. It explores three key questions: (1) the effect of iterative reflection on depth, (2) the relationship between forethought and reflection depth, and (3) the link between perceived learning outcomes and reflection depth. Data was collected from participants in a nine-week challenge-based course at the University of Twente, where they set learning goals and engaged in weekly iterative reflective assessments. Quantitative data on forethought, satisfaction, and progress were collected via a mobile app, while qualitative analysis of reflection portfolios used Kember’s (2008) framework. Statistical analyses included regression models, mixed-effects models, t-tests, and correlations. Findings revealed that iterative reflective practice significantly enhanced reflection depth, particularly in later reflections. However, forethought and perceived learning outcomes showed no significant relationships with reflection depth, indicating the presence of other influential factors. A decline in improvement rate suggested task fatigue or a learning curve effect. The positive role of scaffolding through reflection prompts was also noted. Overall, the study highlights iterative reflection as a valuable tool for enhancing self-directed learning and professional growth, calling for further research into additional influencing factors.