Which of the following is a level of reflection that relies on a teacher's ability to examine his or her beliefs, values, expectations, and assumptions that affect student learning?

Self-reflection is a critical level of reflection that allows educators to engage in a deep examination of their own beliefs, values, expectations, and assumptions regarding teaching and student learning. By conducting self-reflection, teachers can identify biases or preconceived notions that may influence their interactions with students and their approaches to instruction. This process involves personal insights and evaluations about one’s teaching practices, which can lead to improved instructional strategies and a better understanding of how various factors impact student outcomes.

In contrast, peer feedback involves receiving evaluations and insights from colleagues, which doesn't necessarily involve a personal examination of one's own beliefs or values. Instructional planning focuses more on the organization of lessons and activities rather than the introspective analysis of a teacher's own mindset. Experiential learning emphasizes learning through experience but does not specifically target the reflective evaluation of a teacher's own beliefs and values. Thus, the ability to reflect on one’s own perspectives and their influence on teaching is fundamentally captured by self-reflection.