Teachers’ play a significant role in shaping the quality and effectiveness of the teaching and learning practices. Research on effective teaching has shown that effective practice is linked to inquiry, reflection, and continuous professional growth (Harris, 1998). The professional development of teachers takes many forms ranging from activities set by school administration to personal reflective practices about classroom experiences. Schon (1996) defined reflective practice as thoughtfully considering one’s own experiences in applying knowledge to practice while being coached by professionals in the discipline. For teaching, reflective practice refers to the process of the teacher studying his or her own teaching methods and determining what works best for the students. Thus, teachers’ reflective practices are necessary to teach ‘effectively’ and they address an important issue in providing meaningful lessons to students. Elementary teachers as well as the teachers of other grades can be supported to be involved in reflective practices on their own experiences.There is a literature which presents the processes and barriers involved in the implementation of curricular change. Romberg showed that the use of a new curriculum in the classroom could create disjunctions between the teacher’s former knowledge and practice, which require resolution. The development and implementation of any curriculum will affect teachers in significant ways and if teachers are not helped in coping with demands brought about by changes in the content, pedagogical and psychological considerations, the implementation process will not be effective.