According to Paul (1999), reflective practice has become a dominant paradigm in second language teacher education in recent years. Further, Biggs (2003) cited that learning new technique for teacing is like the fish that provides a meal for today which same as reflective practice that acts as the net that provides the meal for the rest of one’s life. To begin with, reflective practice has been a major movement since the eighties in teacher education (Calderhead, 1989; Cruickshank &Applegate, 1981; Gore, 1987; Zeichner, 1987). Even more, research acknowledges a number of potential benefits that arise from reflecting on ones’ teaching both for pre-service and in-service teachers (Bailey, 1997; Cruickshank, 1987; Mckay, 2002; Oterman and Kottamp, …show more content…
In other words, through reflection, teachers are being thoughtful and they will start to think seriously about what they do inside and outside of the classroom. In fact, according to Farrell (2007), in order for teachers to engage in reflective practice, they must analytically collect information about the lesson that happen in their classroom and then analyze and evaluate this information and compare it to their primary assumptions and beliefs so that they can make changes and improvements in their teaching. That is to say, reflective practice facilitates teachers to learn from mistakes, success, failure, as well as to improve and develop themselves further to be a better teacher. Above all, Bartlett (1990) argued that teachers need to critically reflect on certain fundamental issues in language teaching. Thus, in this paper I am going to discuss on the importance of reflective practices, the elements in the reflective practices, and I am going to provide a sample of reflective practices of real life in the classroom. I have divided the discussion into several …show more content…
Meanwhile, according to Schon (1987) and Zeichner (1994), through reflective practice, there has been general shift of idea in teacher’s education from the beliefs of the teacher as technician to that of the teacher as reflective practitioner since the late eighties. As a matter of fact, Prahbu (1990) mentioned that teachers in second language teaching begin to realize the pointless of the continual search for the best teaching method and turn their attention to teachers' professional development.
Let me say personally, reflective practices therefore imply more systematic process in terms of collecting, recording, and analyzing teachers’ thoughts and observations, as well as those of their students, and then going on to make changes towards teachers' professional development for a better teaching skills. All in all, I can say that reflective practice is important because it helps teachers to make more informed decisions about their teaching skills which are basically based on solid evidence that thoroughly collected over a period of
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
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
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
According to Driscoll (2000), there are three processes when reflecting on one’s practice. They are: ‘What?’, ‘so what?’ and ‘Now what?’ Using Driscoll’s reflective cycle will enable me to link theory to practice.
student. In the following journal, we see the benefit of reflective practice and what it achieves
...t are around in our daily life. New ideas of TESOL teaching from communicating with students and colleagues, develop individual teaching method base on exploring and researching English characteristics, and extending personal worldview to improve the teaching value. Students always provide the best and useful feedbacks, but most of the time teacher has ignore it. Spend time to talk with student and understand what they want in class. The new generation has a special perspective of learning, and teacher take advantage when truly accept students new ideas. The another ways can develop individual professional is watching talks from TED Talk. TED Talk is a website which have many different kind of great ideal talk in diverse area. Teacher is a comprehensive job, therefore by receiving different kinds of ideas from diverse area to enrich our worldview and personal value.
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.
Researchers and policymakers have acknowledged that teachers have theories they can offer that could assist in the growth of knowledge for better teaching practices. Today’s teachers are reflective practitioners who apply knowledge in action (Knowles, Squire and Cole, 1999). This means that one must understand, evaluate, and improve their practice by reflecting upon their experiences, the wisdom gained from one’s and other’s experiences if they are to improve their teaching practice. It is from this point that I set out to evaluate and reflect on my own teaching practice. This reflective essay will illustrate elements such as the Gibbs reflective cycle, Amanda Boag’s inspiration on my teaching practices, how I prepare and acquire coursework
As it mentioned above this reflective essay is based on the main theory on Reflection, which is the Honey and Mumford’s learning styles that was developed from Kolb’s work. This is based on four stages of specific styles of learning:
8). In this regard, instructors can either be independent researchers or work in collaboration with educators who deal with theoretical aspects of SLA. Ellis proposes principles of effective teaching in the SLA context that, to the scholar’s mind, should be made part of the Teaching English to Speakers of Other Languages (TESOL) program. The aim of these principles may be summarized as follows: people who are trained to become foreign language instructors should be assisted in developing their theory of teaching L2; and teacher training college students should not be given models of teaching but rather offered ideas that they may find useful. At the same time, having a specially designed course of SLA pedagogy means that future foreign language educators will benefit from the experience of their colleagues and will have more insight into the practical results of the studies conducted so far. One of such aspects is referred to by Ellis (2010) who speaks about the importance of corrective feedback role in a language classroom and suggests that teachers-to-be have to be offered some tasks where they would have to evaluate a specific educational situation, listen to, or read, a student-teacher interaction in class, and decide, either independently or in groups, whether any feedback is necessary and, if yes, how it should be introduced (the subsequent section will dwell more on the nature of the corrective feedback). Such research-oriented teaching may also contribute to establishing the most essential attributes of effective teaching, which are still lacking. On this note, Bell (2005) analyzes the outcomes of the questionnaire mailed to and filled out by 1000 foreign language teachers (dealing with French, Spanish and German) to claim that over 50% or nine categories of foreign language teaching are seen as important by all the instructors.
Furthermore, this unmistakably illustrates how reflective teachers are better apt to understand the demands of their students, parents, community members, colleagues, administrators and other superiors, which helps them to improve student learning and develop students as ethical individuals.
This study examines the teaching and learning of a foreign language at the middle school level. Effective teachers are constantly seeking ways to make improvements on their instructional practices, their assessment techniques, and their engagements of students in the subject matters. Therefore knowledge of best practices encourages teachers to implement teaching methods that are more authentic, experimental and challenging (Zemelman, Daniels, & Hide, 2012).
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.