Education reflection

self-study to walk through doors of discovery about themselves, each other, and the practice of teacher education. Self-study holds great, yet largely unrealized, potential to help teacher educators better understand and impact their practice. Owing its roots to Dewey’s (1938) theory of reflective thinking and Schön’s (1983) concept of “reflection in action,” self-study, though growing respect in the education community as a mechanism for improving practice and increasing the knowledge base on teaching, is

Standardized testing has been used in the United States for years while its role in education has expanded by the No Child Left Behind Act of 2001. Standardized testing was created to promote equality within the education system; to treat and teach all students the same. The use of this test was also meant to measure the students ' progress in math and reading, as well as to determine a student promotion to the next grade; but at what cost? Preparation for standardized tests is almost twenty-four-seven

Introduction Critical reflection is the process of probing our thoughts, feelings, and experiences in order to understand how they fit in with the ideas, concepts, and theories that are presented by others (Ryerson University, 2016). On the other hand, reflective practice is the cornerstone of critical analysis to construct meaning. As Brookfield (1998) stated, “critically reflective practice is a process of inquiry involving practitioners in trying to discover, and research, the assumptions that

Another method by which students may interact with the concept of reflection is through their practice supervisor. Clinical supervision emerged alongside performance management and provided emotional support, education and organisation in a triadic structure (Kadushkin, 1976). However, effective supervision is tough to locate due to responsibility and managerial approaches taking precedence over empathetic support and educatory purposes commonly associated with supervision (Gadsby- Waters, 1992;

Throughout the course of this semester, we have touched on a variety of topics and themes that have allowed me to begin to form a better understanding of the climate of our schools and our educational system today with respect to equity and diversity. Many of the core issues that teachers and students alike are currently facing are rooted outside of the school. As a pre-service teacher, I have truly begun to realize the large impact educators have on their students and school community. With passion

learn. Reflection and critical reflection From time to time, malpractices happen in every workplace. It is important for persistent reflections to improve nursing qualities. Reflection being described by Raelin (2002) is the practice of standing back to examine the meanings of things happen around us. Reflection helps to identify malpractice and makes improvement accordingly. By reflection, nurses identify areas for improvement and improve their “quality” as models. Besides, reflection makes us

Diverse Learners: Reflection Essential to the work of school administrators and other school leaders is the support of diversity, equity and accessibility within a school’s culture. In order to do so, they must set the tone for how to consider diversity, equity and accessibility with faculty, students, parents, school stakeholders and themselves. Throughout this course, Diverse Learners, our learning has focused on conducting and applying research as it relates to the education of diverse learners

Educators across the nation are faced with increasing demands on their workday, from data-driven instruction, emerging research on best practices, administrator observations, and continuing education in addition to creating lessons to compete with distracting technologies, professional development that is turn-key and tailored to individual educators is integral to professional growth. Professional development offerings have long been of the one and done variety leaving educators feeling excited

Additionally, secret stories have the ability to generate change in mandates by showing a better way to do things, thus creating change in cover stories as mandate compliance changes. This situation displays the positive use of teacher stories as they are used to change top down mandates and initiatives. Teacher stories are often told through narratives. Narratives establish meaning to the teacher story and provide answers about teacher identity. The use of narratives also serves as a conduit

are experiencing (Schiller, 1992). Self-Reflection: Current Teachers Many believe the most important factor in learning to teach is the crucial first few years of a teacher 's career (Schiller, 1992). While the first few years are pivotal, the goal of becoming a better teacher is a never ending endeavor. Most teachers are not award winning teachers