Is there any connection between reflection and professional growth?

Several theorists such as Gil (1991) and Torre (1997), (cited in Fernández González, Elórtegui Escartín and Medina Pérez, 2003) have claimed that the only requirement for teaching is mastering the concepts of the field, however, there have been educative innovations that require more than knowledge from teachers as professionals. For instance, they should not only handle their subjects, but also, be able to observe and reflect about what they and others teach. Thus, they will make appropriate decisions.
According to Fernández González et al. (2003) the teaching-learning process at the Teaching English as Foreign Language (TEFL) College is a collaborative process with a formative intention shared by two or more people. What is more, they state that there is co-responsibility between the teacher, who is in charge of teaching how to learn and the novel teacher who should learn how to teach. Through this process responsible and reflective teachers will be formed.
To help the novel teachers to grow as professionals, they propose the use of Critical Incident Technique (CIT) as a way of achieving reflection about what happens in class. By the use of this technique, teacher-students will analyze and decide about difficult situations, in a friendly risk environment, which will help them in immediate decision making of real class situations. In other words, they will be able to approach reality without taking risks (Fernández & Fernández, 1994, cited in Fernández González et al., 2003).
After all this analysis, it would be possible to conclude that reflection helps us to assume responsibility for our own teaching and learning. It also fosters our continuous learning process and provides useful insights to be used in our practices. As a result, reflection could be considered one of the most important steps to professional growth.

References
Fernández González, J., Elórtegui Escartín, N., & Medina Pérez, M. (2003). Los
incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria
de ciencias de la naturaleza. Revista universitaria de Formación de Profesorado, 17-
001. Zaragoza, España: Universidad de Zaragoza. Retrieved December 2007, from
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107