Educator reflective practice is fundamental to quality early childhood education with robust practice benefitting pedagogy and improving outcomes for children. Yet, examination of individual and collaborative reflective practice in experienced professional early childhood teams is scarce. This qualitative case study used an action research design to examine this gap in the literature. Previous research informed the implementation of a Model of Reflective Practice Framework as an intervention incorporating a professional development session and ongoing written support of individual and team educator reflection. An established team of six educators in a regional Australian preschool setting provided data through pre- and post-intervention surveys, individual journal entries, and online collaborations. Manual and computer-assisted thematic analysis was enhanced with evaluation using a continuum of reflection and by examining reflection outcomes. Results indicate improvement in individual and team reflective practice, with additional professional and personal benefits.

教育者反思性实践是优质幼儿教育的基础，其稳健的实践有益于教学法并改善儿童的成果。然而，在经验丰富的专业幼儿团队中对个人和协作反思实践的检查很少。本定性案例研究使用行动研究设计来检验文献中的这一差距。先前的研究为反思实践框架模型的实施提供了信息，作为一种干预措施，包括专业发展会议和个人和团队教育者反思的持续书面支持。一个由 6 名教育工作者在澳大利亚地区学前教育环境中建立的团队通过干预前和干预后调查、个人日记条目和在线合作提供数据。手动和计算机辅助的专题分析通过使用连续反思和检查反思结果的评估得到加强。结果表明个人和团队反思实践的改进，以及额外的专业和个人利益。