Interrelation between Reflective Thinking and Organizational Knowledge with Master Teachers in Hungary

Abstract

School organizations form a complex system, the characteristics of which influence the effectiveness of teachers who work there, while teachers can also develop organizational knowledge trough their learning practices. This implies that individual reflective thinking might also support the development of organizational knowledge through knowledge management practices within the school. This paper outlines the connection between reflective thinking and the aims to develop school organizations in Hungarian master-teacher programs. We coded 813 masterprograms, which were then subjected to quantitative analysis, as we examined how individual reflective thinking can correspond with organization developmental goals. Our findings showed that teachers with higher level of reflective thinking are more likely to consider organizational goals when learning, implying that their reflective practices tend to expand beyond their own professional selves.