Reflection benefits not only students but also facilitates professional development and improves the general well-being of teachers (Brookfield, 1995; Killen, 2013). .
Many theories and models of teacher reflection are based on the philosophies of Dewey (1933). As society continually changes and develops, his ideas were necessary as a foundation for new, less rigid attitudes and approaches to education. Central to Dewey's ideas is the notion of reflective thinking. According to Dewey, thought offers an escape from "routine action" where individuals are passive and guided by tradition, instincts, habits, authority and societal constraints and norms. Dewey stresses that a shift from routine action to proactive, 'reflective action' is important and is categorised by ongoing self-appraisal and development (Hatton & Smith, 1995; Killen, 2013). Reflection, therefore, begins with a state of doubt, perplexity, conflict or disturbance of some sort which, for teachers, is inevitably to be encountered when working with learners. Dewey believes that these are crucial moments for learning as we can reflect on and analyse these problems to resolve the perplexity, learn from it and apply new and improved ways of thinking in the future (Hatton & Smith, 1995; Hoban & Hastings, 2006). These concepts have been refined and built upon by later writers including Schön (1983, 1987), van Manen (1977) and Brookfield (1995).
More recently, Schön (1983, 1987, cited in Hoban & Hastings, 2006) built on Dewey's ideas and began his influential works on reflective practice in an educational context. Similar to Dewey, Schön recognised and addressed the need for a shift in the ideas that shaped the way teachers carried out their work. Schön (1983) claims that teachers need to recognise the "complexity, uncertainty, instability, uniqueness and value-conflict" (p.39, as cited in Hoban & Hastings, 2006, p.