Isabelia:

Self-relfection is a must for educators as you are able to identify what worked and did not work in your teaching delivery. Here's what available in ResearchGate:

https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=teaching+practices+through+self-reflection%3F&search-abstract=&search-journal=&search=Search

All the best with your research!

Debra

 Debra, thanks a lot for your contribution!

Expert teachers adjust their thinking to accommodate the level of reflection a situation calls for. Their teaching is characterized by an intentional competence that enables them to identify and replicate best practice, refine serendipitous practice, and avoid inferior practice. Because of their ability to reflect, great teachers know not only what to do, but also why.

Reflective thinking in teaching is associated with the work of Dewey (1933, 1938), who suggested that reflection begins with a dilemma. Effective teachers suspend making conclusions about a dilemma in order to gather information, study the problem, gain new knowledge, and come to a sound decision. This deliberate contemplation brings about new learning.

In the 1970s, Lortie (1975) described how failing to reflect on teaching decisions leads to teaching by imitation rather than intentionality. People who enter the profession have already gone through 16 years of "apprenticeship of observation" as students themselves and have developed preconceived ideas of what teaching is through having watched others do it. They may sense what teachers do but have no grasp ofwhy they do it. Other researchers (Clift, Houston, & Pugach, 1990; Hargreaves & Fullan, 1992) have reinforced how important it is for teachers to examine their own beliefs about their classroom practices.

as Joy Russell told "tell them why to do?"

this is the one of the major thing any teacher should focus at the verge of starting of something,

also now about "self reflection" I think you need as many as possible visions to view this "self reflection" 

because any mentor is having more number of student and no body  has same mentality 

so to tune  and get attached with each and every student of  class teacher must have every kind of frequency (i.e. knowledge same time with comic/light mood expression) to match with students...........

this can be possible with different views toward "single self reflection"

I think when one reflection will be proper then automatically everything got same scene.

Hi Isabela

Joy has mentioned the work of Dewey and Lortie and more recently Hargraves. Donald Schon is also good to read, although has a much broader scope than education.  If it is more 'reflection in language teaching contexts' you are interested in try Thomas Farrell, or Jack Richards. Both have recent publications that summarize their earlier work. Their focus is English language teaching but is applicable to contexts where languages other than English are the instructional focus. This short paper is easily accessed off the web:   

http://www.cal.org/caelanetwork/resources/reflectivepractice.html

 Hi Isabela,

A similar question is being asked by Rama within the link below.  Reflective portfolios are being used in Medical Education, for both trainees and faculty. Here are two excellent reviews on the topic in this discipline which I posted for Rama also.

https://www.researchgate.net/post/Can_someone_point_to_research_on_college_teachers_as_reflective_practitioners#view=555a12a25f7f7189bb8b4605

http://www.medicine.usask.ca/academic-units/support-units/educational-support-old/workshops-1/elements-of-our-case-curriculum-1/CASE%20and%20experiential%20learning.pdf

Article Twelve tips for teaching reflection at all levels of medical education

Hi, everyone!

Thanks a lot for sharing your comments, links with me!

Very helpful.

Isbe