Russell (2013) discusses the education of student teachers in depth, and supports Hebert’s idea (2015) that reflections must be taught in conjunction with practical experience and that the two must be connected in order to lead the student to a higher level of understanding about their teaching.
However, Russell (2013) also examines that reflection can lead to the wrong course of action if the practitioner misjudges the situation. So, in proceeding with different courses of action, there is the chance that there will be a counterproductive outcome if you choose the wrong way of acting. If you look at the impact this has on learning and on the child, it could be construed as a negative consequence of reflection. In the case of special needs children, it is difficult to measure what the lasting damage of an ill-conceived course of action would have on the child.
Russell (2013) analyses Zeichner’s assertions (1996) that reflection on your own teaching is limited when you are training to be a teacher because you are more likely to observe and learn from more experienced teachers. Only when you have finished your training and begin working can you start to gain experience and begin to bridge the gap between theory and practice.
Wegner et al ((2014) looked at Korthagen’s ALACT model (1999) in their article which deals with making improvements in teaching. They discuss the relevance of reflective competence which involves linking theory and practice to become subjective about
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Reflection means if when you are teaching and you notice something wrong you change it straight away, or for the next time. Practitioners should always be self critical of past lessons and picking out on not only the good parts, but also parts of a lesson that didn’t go so well. For example in order for the practitioners to improve in their practice they could prepare a reflective journal, this would help them by reflecting back on what they did in the perivious lesson and if an activity didn’t go so well the practitioner could think of different strategies of improving the activity or planning a different activity, but on the similar topic and also providing different recourses in order to improve the activity. Also practitioners and staff members should not assume that their work place will automatically inform them about new developments, changes and updates which affect their work, practitioners must be prepared to be active in maintaining their own knowledge base and to ensure that their practice is in line with current thinking and new theories. Practitioners could this by incorporating an awareness of the needs to update their knowledge constantly into all of their work and activities by using resources such as the internet, journals, and libraries or other professional development, e.g. training, and to check their awareness of new developments in their work and to work with other professionals e.g. there
In everything we do, even if it is our best performance, there is always room for improvement. It could not be different in a career such as teaching. Teachers are always self-reflecting to analyze and evaluate their own teaching methods in order to find out what works and what needs to improve. With this information in hand, teachers can come up with strategies to improve certain areas of their teaching. There are many tools teachers can use to self-reflect. As a teacher, I will continually evaluate the effects of my professional decisions and actions on students through self-reflective journals, video recordings, students’ formal and informal assessments, peer support, student and parent evaluation, and suggestion box.
Passion, knowledge of our duties, responsibility, and preparation are the key factors on which teachers should focus their teaching; these are the essential components that will permit teachers be ready for any situation and run a successful classroom. It is key to engage systematic reflection on our own teaching. Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in our role as teachers, and improved educational outcomes for all children. Teachers are encouraged to regularly evaluate
In their paper “Spielraum and Teaching,” Roth, Lawless, and Masciotra claim that the concept of reflection-in-action, as articulated by Donald Schon (1983, 1987), is only minimally applicable to teaching. Teachers must be “present” to their students, and the unfolding teaching situation in a way that leaves little room for one-the-spot reflection. In this review of their paper, we acknowledge that the authors make important points about the need or flexibility and responsiveness in teaching. However, we argue that Schon’s concept of reflection-in-action is indeed relevant to the practice of teaching. Not only are teachers capable of extensive reflection while they teach, such reflection is essential if they are to make the adjustments required by attentive teaching.
I believe that I can pass along my own wisdom while simultaneously helping them to develop a knowledge base of their own. I believe that I can get through to students and allow them to reach new realizations. I believe that I can help them to see the process of schooling as an experience that is both interesting and enlightening. What follows is my interpretation of the teaching profession. It details the methodological and ideological frameworks that I would use to construct a learning experience that is meaningful for students.
In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on
The objective of this study is to discuss important complexities in teacher's work. According to Churchill, et al (2013) The commitment to teaching brought to the studies and careers of teachers confirms that today's teachers and teachers previously genuinely love to learn and have a great desire to teach. Churchill et al (2013) states that this "deep commitment to humanity and making a difference in the lives of the next generation are among the qualities of people drawn to a career in teaching." (p.4) Some students are able to recall the teacher that transformed their lives and as stated by an experienced teacher and teacher educator "Whatever the situation the influence teachers have on their students I long lasting and can be profound. Good teaching makes a difference in the lives of children and young people." (Pugach, 2009, p.1 in: Churchill, et al, 2013, p.4)
Reflective practice is intended to help the teacher evolve and develop. It is an essential aspect of continuing professional development and is seen as a fundamental process in improving the quality of teaching3.
The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as
The mentoring interactions portray habitual classroom situations that help thinking over particular Student Teachers’ performance (Clarke, 2001) eliciting, as a consequence, tacit knowledge that is only in the expert teacher’ mind. These genuine interactions between an expert teacher and a student teacher triggers critical reflection processes on teaching experiences and invites to further think of what can be done in similar future situations.
The thesis of Stephen D. Brookfield’s book, Becoming a Critically Reflective Teacher, is that teachers usually have specific assumptions about what effective teaching really means and what it entails. In this regard, teachers embark on imparting knowledge and new skills to their students based on what they assume to be the best approaches as appertains to effective teaching. Additionally, Brookfield (1995, p. 9) goes on to propose that these teachers never really pose to examine the nature of these assumptions, which essentially guide the way they intuitively instruct their students. Some of these assumptions might be well-meaning but they might not necessarily translate to effective teaching. This is especially the case where
There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could
There has been a rapid increase in the ides of critical reflective practice over the last few decades, (Gould, 2004). Before we look at the value and purpose of reflective practice, it is important to take in account ‘reflective practice’ carries multiple meanings from the idea of professionals engaging in self-analysis to that of engaging in critical dialogue with others. For example, with reference to teacher education, Larrivee, (2000) argues that reflective practice is fusing together personal beliefs and values into a professional identity whereby critical reflection can take place without staying trapped in unexamined assumptions and expectations of our professional practice. Therefore, from this, it can be concluded that as a teaching professional, it is important to develop reflections on ones’ professional and pedagogic knowledge to set aspirational goals for a continuing personal and professional development, in other words, it is a way of life.
It is this approach by the government, over the years, which has shifted the views on teacher professionalism. The erosion of creativity and autonomy reduces the need to reflect and as the ATL states ‘Review and reflection may be pointless in an environment where the teacher is or feels powerless to innovate, where decisions and changes are always imposed from above.’
When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having