Abstract
This study investigates whether teachers' discussion in school self-evaluation promotes their collaborative reflection and identifies its promoting and inhibiting factors. Thus far, teacher education and research have not paid attention to whether school self-evaluation functions as an opportunity for teachers' collaborative reflection. This study is unique in that it analyzes teachers' discussion to clarify the impact of school self-evaluation on their collaborative reflection.
This study reveals that teachers' discussion in school self-evaluation functions as an opportunity to encourage sharing of teachers' reflections on assumptions, hypothesis, values, and purposes of their teaching practice. For the effective use of school self-evaluation for teachers' collaborative reflection, it is necessary to train teachers to be able to do such reflection themselves and contribute in activating and promoting such reflections by other teachers. It is also imperative to let them recognize school self-evaluation as an opportunity for creating added value of education.
