Correlative and empirical studies on reflection seem to have a lack of concern regarding teacher development. This chapter presents the reflective practitioner development model (RPDM) for professional development of teachers based on principles of reflection and measurement of the development of teachers’ reflective abilities and self-efficacy. The model focuses on reflective development of practitioners with self-efficacy, the procedure of the program, and the measurement of reflection and self-efficacy of teachers. It was tested through collecting quantitative and qualitative data. The findings suggest that the model had strong evidence for the educators to use, including the support to creating and promoting reflection and self-efficacy.
Part of the book: Reimagining New Approaches in Teacher Professional Development