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The aim of this study was to investigate the practice and timing self-reflection by primary schools teachers, with the aim of encouraging the use of self-reflection to improve teacher's practice. The researchers used qualitative research approach in this study with phenomenological research design. Sample size consisted of twenty teachers who were given open-ended questionnaires to fill in and out of twenty teachers, ten teachers volunteered to participate in one- on- one interview. Themes were identified and analysed in a qualitative approach. The results of this study revealed that self-reflection is important for teachers because it helps them to improve their teaching practice and it provides multiple opportunities for learners to learn. The study recommended a new reflective model for a rural primary school context. The model is titled Big Four Reflective Model: critical thinker, resource allocator, problem solver, practice developer.

This paper investigated the practice of self-reflection by junior lecturers at an institution of higher learning in South Africa in the Eastern Cape Province. The aim of this study was to investigate the practice self-reflection by junior lecturers in one faculty, with the aim of minimizing negative comments during evaluation of teaching and learning. The researcher used qualitative research approach in this study with case study research design. Population consisted of junior lecturers. The sample consisted of 10 junior lecturers, and data were collected using open-ended questionnaires and one on one interview. During first phase of data collection 10 junior lecturers volunteered to answer open-ended questionnaires. Thereafter, purposive sampling was used to select the total of five junior lectures with less than five years teaching experience to participate on one on one interview. Themes were identified and analysed in a qualitative approach. The results of this study revealed that self-reflection is important for junior lecturers as novices in academic field because it helps them to improve their teaching practice and minimise negative comments in their teaching profession. The study recommends that junior lecturers be trained and work-shopped about different approaches to reflective practices and their importance. Furthermore, the study suggests that junior lecturers should perceive self-reflection as an ongoing thing that goes along with their teaching practice; as a result they will grow and improve as professionals. DOI: 10.5901/mjss.2014.v5n11p95