What level of reflection involves teachers using strategies and methods to reach predetermined goals?

The level of reflection that involves teachers using strategies and methods to reach predetermined goals is accurately represented by what is known as surface reflection. This type of reflection typically focuses on practical aspects of teaching, such as lesson effectiveness, student engagement, and the application of specific instructional strategies. Educators in this stage may analyze their teaching practices in straightforward ways, assessing whether the methods employed met the expected outcomes or goals, often without delving deeper into the underlying theories or philosophies that inform those practices.

Surface reflection is characterized by a focus on immediate, observable outcomes rather than an in-depth exploration of assumptions or impact on student learning, which distinguishes it from other types of reflection. For instance, pedagogical reflection would involve examining the theories and methods behind the teaching strategies used, while critical reflection goes even further by questioning the broader social and ethical implications of those practices. Self-reflection, on the other hand, is more introspective, focusing on the individual's feelings, beliefs, and professional identity.

Thus, the emphasis in surface reflection on achieving specific, measurable objectives aligns with the process of systematically using teaching strategies to meet set goals.