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According to the professional Standards for Teaching Mathematics (NCTM 1991), a primary factor in teachers' professional growth is the extent to which they “reflect on learning and teaching individually and with colleagues” (p. 168). Reflecting on their classroom experiences is a way to make teachers aware of how they teach (Hart et al. 1992) and how their students are thriving within the learning environment that has been provided. Although all teachers think informally about their classroom experiences, cultivating a habit of systematic and deliberate reflection may hold the key to improving one's teaching as well as to sustaining lifelong professional development.
Stein et al. (Thu,) studied this question.