Abstract

This study proposes the Design–Implement–Reflect–Improve–Share (DIRIS) framework and provides an initial empirical examination of its central reflective-sharing mechanism. A cross-sectional survey was conducted among 350 in-service secondary school teachers in Vietnam using purposive sampling methods. Data were collected using a structured questionnaire measuring reflective learning, knowledge sharing, and self-reported teacher professional development and analyzed using confirmatory factor analysis and structural equation modeling. The findings revealed positive associations between reflective learning and knowledge sharing and between knowledge sharing and perceived professional development. The direct association between reflective learning and professional development was not statistically significant, whereas the indirect association through knowledge sharing was significant. Although the measurement model showed a close fit, some limitations in construct validity were identified. These findings provide initial empirical support for the proposed reflective-sharing mechanism but do not establish causal mediation or validate the complete five-phase DIRIS framework. This study contributes an integrative conceptual framework and highlights the need for longitudinal research and further validation of the measurement.  

Keywords

References

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