Reflective Practices and the Quality of Educational Work in Greek Early Childhood Education

Abstract

This study aimed to investigate the relationship between reflection and the quality of preschool teachers’ pedagogical practice in Greek preschool education. A qualitative research approach was adopted, involving 15 preschool teachers working in public preschools in Greece. Data were collected through video-recorded classroom observations and semi-structured stimulated recall interviews and analysed using thematic analysis. The findings revealed clear differences in both reflective ability and pedagogical quality. Five teachers demonstrated mainly descriptive reflection, seven showed evaluative reflection, and only three participants exhibited advanced critical reflection linked to pedagogical theory and children’s developmental needs. Teachers with higher reflective ability demonstrated greater pedagogical flexibility, more inquiry-based activities, increased use of open-ended questions, and stronger support for children’s participation and collaboration. In contrast, teachers with lower levels of reflection relied more on teacher-centred instruction and closed-ended questioning. Participants with postgraduate qualifications and greater professional experience generally demonstrated more developed reflective practices and higher-quality teaching. A notable finding was that highly reflective teachers adapted activities according to children’s spontaneous initiatives and connected learning more effectively to children’s experiences. The study highlights the importance of strengthening reflective practice in both initial teacher education and continuing professional development programs.