The Role Of Reflective Practice For A Teacher

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The GTCNI Competence Framework (2007:10) cites the work of Sharpe (2004) who states that,
Professional knowledge is no longer viewed as just consisting of a standardised, explicit and fixed knowledge base. It is now seen as knowledge which exists in use, is ethical in its use and is changed by experience.
Critically discuss the role of reflective practice in supporting this assertion.
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 Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge.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

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