Uncertainty for the reflective practitioner: a blessing in disguise

This study takes the form of reflective self‐study where the author, as a teacher‐researcher, systematically kept a reflective journal. Such a journal was a record of observations and reflections on the self as a teacher‐researcher over a 30‐month study period. Such a study attempts to deeply understand issues of reflective practice from an ‘insider’ perspective and this article particularly looks at how uncertainty is perceived by the reflective practitioner. Results show that: (a) uncertainty is ever‐present; (b) reflection helps in revealing the complexity and uncertainty of teaching; and (c) a tolerance of uncertainty promotes ongoing inquiry. The main argument put forward in this article is that uncertainty for the reflective practitioner can be a sign of constant growth, development and learning.