Unraveling the Tapestry

Developing a Multidimensional Model of Teacher Reflection in Physical Education

Datos Bibliográficos

ID22411555
AutoresWonhee Lee (0000-0003-0119-4372, Lindsey Wilson University, autor de correspondencia), Matthew D Curtner‐Smith (0000-0001-6455-5476, University of Alabama), Matthew D Curtner-Smith (University of Alabama)
Año2026
Páginas1-16
Fecha de publicación2026-04-20
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaQuest (JOURNAL)
Identificadores de la revistaISSN: 0033-6297 • E-ISSN: 1543-2750
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00336297.2026.2661292
OpenAlexW7154973844
IdiomaEN
Referencias citadas26

This conceptual paper aims to develop a more analytically useful model for understanding teacher reflection in physical education. Through critical examination on conventional conceptualizations of teacher reflection, the authors identify recurring gaps of ambiguity and analytical limitation: conceptual overload or abstract, one-dimensional trap, and personal dimension being overlooked. Upon this analysis, we propose four analytical criteria: cognitive depth, critical stance, agency, and foci. We then demonstrate how these criteria can be reassembled into a multidimensional model and illustrate how the model can be applied to analyze teacher reflection in practice. We argue this multidimensional model offers a structured lens for examining teacher reflections and provides a conceptual foundation for future research and practice.

Higher education · Multidimensional analysis · Physical education · Reflection (computer programming) · Teacher education · Teaching method · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Teacher Education and Leadership Studies