Abstract
Professional development is an important issue for every teacher. The recent trends in education favour teacher-centred, participant initiated and managed, school-based teacher development programmes, for example action research, lesson study, communities of practice, etc. Although there is no doubt that such initiatives offer ample learning opportunities for practitioners, it is important that higher level school or institutional development strategies be also considered, besides teachers’ individual learning agendas. This paper argues that it is possible to merge the needs of both individual practitioners and schools through a reflective, school-based developmental programme which is organised and supported by the school administration for the benefit of all involved. Being conceptual, the paper outlines a model for such a professional development course and discusses the principles it should be based on, its knowledge base, including possible content areas, skills, and learning processes. This paper may initiate professional discussion and further our knowledge of teacher development. Keywords: Developmental strategies, individual practitioner, school administration, teacher-centred, teacher professional developmentCite as: Kiss, T. (2016). School-based teacher learning: A reflective approach. Journal of Nusantara Studies, 1(2), 50-62.