How is a teacher a reflective practioner?
The notion of reflective practice, although mainly developed in the late twentieth century, dates back to Dewey and other late nineteenth century and early 20th century educational and psychological theorists. It describes activities in which there is a continuous process of life long learning, such as scholarship and teaching, as opposed to something like working on an assembling line where one's activities do not evolve. Teachers apply educational theories in the classroom, see how these theories behave in practice, and then develop new hypotheses (either on their own or through research) which they then use to change their teaching. This constitutes a form of life-long learning.