Use of Reflective Practice Journals Among Hybrid Teachers

Published Paper PDF: View PDF

Geeta Krishnan

Independent Researcher

Tamil Nadu, India

Abstract
Reflective practice has long been recognized as a cornerstone of professional growth, enabling educators to critically examine their instructional choices and adapt their pedagogy to meet evolving student needs. In hybrid teaching environments—where instructors simultaneously engage learners both in physical classrooms and through online platforms—the complexity of instructional delivery intensifies, demanding heightened self‐awareness and continual adaptation. Reflective practice journals offer a structured means for teachers to document experiences, interrogate decision‐making processes, and plan targeted improvements. This study extends prior research by exploring how hybrid teachers employ reflective journals, what formats they prefer, and the tangible impacts journaling has on their pedagogical efficacy and well‐being. Employing a mixed‐methods survey of 200 hybrid instructors across K–12 and higher education, the research quantifies journaling prevalence and correlates reflection frequency with perceived gains in lesson design, classroom management, and technology integration. Thematic analysis of open‐ended responses yields rich insights into metacognitive growth, emotional resilience, and barriers—including time constraints, technical challenges, and institutional cultures that undervalue reflection. Drawing on these findings, the paper proposes actionable recommendations: embedding journaling into formal professional development, leveraging digital tools to streamline reflection, allotting dedicated reflection time, and fostering peer reflection communities. By illuminating the experiences of hybrid educators, this study underscores the potential of reflective practice journals as a low‑cost, high‑impact strategy for sustaining teacher growth and enhancing student learning in blended learning contexts.

Keywords

Reflective Practice Journals, Hybrid Teaching, Professional Development, Teacher Reflection, Instructional Improvement

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