Structured Reflective Practice and Teacher Professional Development in Generation Alpha Classrooms: A Theory U-Based Case Study

The emergence of Generation Alpha students who start using digital technologies at young ages and show different learning behaviours has created a demand for teachers to adapt and innovate teaching methods to sustain student engagement. Research shows that reflective practice has become a vital tool in developing teachers’ professional development, yet there is limited research on how structured reflective frameworks assist teachers in improving their pedagogical growth and improvement, specifically in Generation Alpha classrooms. This study uses a multiple case study method to examine how primary school teachers from a Malaysian school used Scharmer's Theory U framework toolkit as their reflective thinking guide during a six-week research period. In total, 168 structured reflective entries together with follow-up dialogues and researcher field notes were gathered as the data set throughout the study. Analysis was conducted by using both deductive and inductive methods to identify reflective themes based on the Theory U stages. Data triangulation of the dataset was also conducted to enhance analytical rigour. Findings show that as teachers progressed from one stage to the next, their reflections moved beyond surface level observations to deeper levels of meaningful thinking. Structured reflection also helped teachers regulate their emotions better while enhancing their professional confidence as they start innovating teaching methods which matched the learning needs of Generation Alpha students. The study suggests that Theory U offers a practical and transferable framework for structured reflective development. By guiding teachers through progressive levels of awareness, the framework can help educators navigate increasingly complex and technology-mediated learning environments.

Generation Alpha; reflective practice; teacher professional development; Theory U

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