Reflection helps teachers to understand why they do what they do and gives meaning to an action that has taken place. The traits of a reflective practitioner include open-mindedness towards the learners and a sense of responsibility for the curriculum choices that are made and a wholehearted engagement with the teaching and learning process (Dewey, 1933). Schön (1983) states that teacher transformation occurred through reflection about personal experiences in the classroom that analyzed, adapted, and challenged assumptions. He believed that teachers were likely to assess, understand, and learn from experiences.
In the past, teaching was portrayed as a linear activity and teachers’ role is compared to a technician where they are supposed to implement the research findings of academic experts, who are usually unfamiliar to the everyday happenings in classrooms (Shulman, 1986). Thus even though such educational research gave invaluable insights into the teaching and learning process, the improvement in teaching and learning process of teachers was limited. Dana and Yendol-Hoppey (2008) argued that teacher inquiry is a powerful vehicle for learning and to reform standard school practice and thus the need for the teacher as a Reflective Practitioner.
Teacher inquiry is viewed as a professional development tool which facilitates the creation of new knowledge through systematic study and thus enables practitioners to “bring to the forefront both a knowledge of research in the area of inquiry as well as create new professional knowledge related to implementing changes in their classrooms” (Yendol-Hoppey & Dana, 2010, p. 100).
Carr and Kemmis (1986) termed “action research” as an approach where teachers identify problems that arise dire...
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The various literatures highlights the challenges and constraints in change and these are aspects one needs to keep in mind when we are trying to bring about a culture of practitioner inquiry within the school context in this study. The literature shows evidence of teacher learning due to PI and that there are various factors that play a part in the building of the culture, thus this study is significant as it looks into the school in this study in Singapore and how the various factors aid in building a culture of PI. This study is distinctive as it is the first such study in Singapore and the results of this study will provide schools heads, teachers and researchers who want to embark on a similar journey, useful strategies for which they can modify to suit their school and barriers that they can be aware of so that they could avoid it.
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
In the article “Never Say Anything a Kid Can Say!” Steven C. Reinhart shares his struggle of finding the fundamental flaw that existed in his teaching methods. He is a great teacher, explained mathematics well, he was dedicated and caring, but his students were not learning and with low achievement results, Reinhart had to question his teaching methods. He began to challenge himself. He committed to change 10% of teaching each year and over many years he was able to change his traditional methods of instruction to more of a student-centered problem-based approach. This article promotes students to engage through the use of questioning.
Parr, Graham 2010, Inquiry-based professional learning : Speaking back to standard-based reforms, e-book, accessed 29 May 2014, .
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
Teachers: What Do We Really Know? Journal of Research on Educational Effectiveness , 2 (3), 209-249.
Through the certification process, candidates must compile a portfolio with various pieces of evidence related to general teaching practices and their specific content area. There are videos of whole group and small group lessons, analysis of student work samples and inclusion of artifacts of leadership, professional learning, community involvement and communication that must demonstrate consistent and continuous growth. Throughout the process, you are required to think about what you teach, how you teach and why you teach it a certain way. This constant reflection was revolutionary in my teaching methodology. I knew what metacognition meant but the act of writing it out and defending my thought processes clarified my reasoning and helped me to see patterns that needed to change. As teachers, we constantly reflect on our teaching but until it is articulated, those ideas tend to be nebulous and easily dissolve in the daily duties of our regular lives. I never would have realized the power that the word “because” has until it links a lesson to a child, standard, or
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
(Macedo, 2009) In this way, the pedagogy of education has sparked an array of the possibilities that can be used in starting especially to those people (teachers) who have not done it yet or those who have failed to maintain it. On the other hand, for those who have begun this process, rethinking concerning the classrooms they are handling is necessary in terms of empowering the teachers alongside the learners so that they can think as well as ct critically with the aim of transforming their contexts. (Freebody et al.,
The reflective dimension is the journey of self-development through a critical analysis of one’s thoughts, behaviours and values. Reflection allows you to relate your inner self to the environment around you. It encourages social responsibility and constant improvement as you learn from experience and acknowledge success. (Olckers, Gibbs & Duncan 2007: 3-4) Reflection can boost learning by stimulating awareness of our feelings and practices. This allows health professionals to cope with unfamiliar circumstances and conflicts.
This week had the biggest impact on my professional growth. During this week, I learned that meaningful reflection is " the practice or act of analyzing our actions, decisions, or products by focusing on our process of achieving them (York-Barr, Sommers, Ghere & Montie, 2006). There are many benefits of reflecting in the field of education. The most influential is the effect that reflection has on the learning that your students gain. If a teacher meaningfully reflects on their practices they will create lessons to better impact students. According to Carol Ann Tomlinson (2003), “Teacher reflection inevitably attends directly to students ' need for affirmation, contribution, power, purpose, and challenge.” Each time a teacher reflects on their work, they empower their students to learn more. Students recognize their teacher’s reflection and mimic their behavior. I feel like learning about reflection impacted me most because it showed me that I should reflect on the good and the bad. Everything that I teach should be reflected on. The more that I reflect on my work, I will be closer to becoming an expert teacher. Reflection has the biggest impact on professionalism as a teacher. If I am willing to learn from my strengths and mistakes I will impact my students to strive to the best they
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.