Teachers’ Critical reflection as a tool for self-regulation and self-monitoring in classroom professional development

To formulate meaning is to make sense of the experience and interpretations of the same situation. Reflection equips educators with the methods to correct distortions in beliefs and problem- solving errors in classroom context. Critical reflection involves a critique of the presuppositions on which beliefs have been built (Mezirow, 2011). Educators strive to apply the designated curriculum purpose in classrooms. However, the application process starts with redefining the purposes and make changes for the implementation progress. Thence, educators need attaining the self-regulatory skills to enhance not only students learning growth but also their own perceptions of self-efficacy over the learning process. The thrust of this article is to pinpoint educators’ transformation during curriculum implementations’ processes. It highlights the major roles of self-regulation, self-efficacy, and self-monitoring as ways for transformation and professional developments.