The role of professional experience on the dimension of reflexivity in teaching: a case study of two secondary school Health and Physical Education teachers

Abstract

The present study is based on empirical data generated from the rationale behind the pedagogical approach of two Health and Physical Education teachers with varying years of experience (30 years and 5 years respectively). Building on the topology of reflexivity put forward by Van Manen, one aim of the current study is to understand whether professional experience influences the nature of the objects of reflection of these two Health and Physical Education teachers during the teaching-learning process. A second objective is to determine whether a link exists between teachers’ level of reflexivity and their level of professional competence.