Encouraging secondary students’ deep reflection-on-learning: a case for a reflective approach to evaluating students’ learning (original) (raw)
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Teacher Education Advancement Network Journal, 2021
Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits, and challenge of an innovative approach to teaching practicum debriefingnamely, an exercise called the reflective approach to teaching practicum debriefing (RATPD). Examples of the usefulness and benefits of the approach are (1) it encouraged student teachers to not only focus on observing the techniques and methods of teaching and the daily issues that teachers face in their practice, but to also consider self as a teacher and (2) it encouraged critical thinking, self-directed critical thinking, and selfawareness. The main challenge of the RATPD is that students are sometimes reluctant to share their perception and what they truly believe and feel about a particular issue or situation. Implications for teacher educators and education are discussed.
Teacher as a Reflective Practitioner: Nurturing Teacher’s Character
Book Chapter , 2022
To have a voice means to be reflexive and reflexivity is a social scientific variety of self-consciousness (Delamont, 1992). Reflection is important, and some might acknowledge that they do not really know how to get the best from it. According to Ghaye (2011), reflective practices help us understand the links between what we do and how we might improve our effectiveness. Reflective practices help people to understand the significance of work, and provide new insights for developing this work. They also help us understand the links between feeling, thinking and doing -how we feel affects how we think- (ibid, 2011). This paper will try to help teachers to develop their understanding and skills of learning through reflection. It is hoped that this work can help teachers to explore the power and potency of reflecting on strengths and weaknesses, make sense of teaching and be the best that they can be.
Engaging student teachers in meaningful reflective practice
Teaching and Teacher Education, 2008
This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student teachers working in the same school to participate in structured video analysis avoids the impact of external observers whose role is largely evaluative and endorses a collaborative model that promotes dialogue and shared learning. This practice promotes a culture of observation and critical dialogue in a profession which has traditionally been characterised by isolation, while at the same time fostering and validating the voice and experience of the student teacher. Locating the discussion within the framework of the theoretical literature on reflective practice, the purpose of this paper is to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. It comments on the implications of reflective dialogue for the modernisation of teacher education and offers guidelines on how best to scaffold and promote reflectivity. r
Guiding Student Teachers to be Reflective
Procedia - Social and Behavioral Sciences, 2011
This exploratory study examines the content of student teachers' reflective thinking that has undergone a guided reflective thinking process. An action research methodology was employed to examine the effect of the action plan on the quality of the student teachers' content of reflective thinking. Their reflective entries were analysed for the content and how the content develops throughout their teaching practicum. Through guided tools of reflection such as lead questions, the student teachers were able to relate to various aspects of teaching and learning that were necessary to improve themselves as a teacher. However, making connection between theory and practice in the process of developing teacher's knowledge is still lacking.
The Role of Teachers in Reflective Teaching in the Classroom
Shanlax International Journal of Education
The aim of this study is to discuss the role of teachers in reflective teaching. The scope of this study is focused on explanations of reflective teaching from three experts. Reflective teaching is a holistic thought that enables a teacher to make choices and take alternative actions and allows teachers to think to improve teaching and learning decisions in the classroom. This study also discusses critical situations that can be created for good reflection practices such as strong support from the administration, reflection opportunities, collaboration with colleagues, storage of teaching portfolios and reflective writing, or journal writing. Reflective teaching also faces several constraints, such as time constraints, school culture, and assessment problems.
The Fifth International Conference on Self-Study of Teacher Education Practices, 2004
This self-study focuses on a pedagogical approach designed with the explicit aim of introducing and connecting professional experience with systematic reflective practice in the form of roundtable reflections. Research previously conducted with pre-service cohorts had shown that the university experience was generally perceived as theoretical, un (dis) connected and held minimal meaning in the pursuit of learning about the profession. Learning about teaching was about induction, imitation and the search for a “truth”( ...
Most teachers develop their classroom skills fairly early in their teaching careers. Teachers entering the profession may find their initial teaching efforts stressful, but with experience they acquire a repertoire of teaching strategies that they draw on throughout their teaching. The particular configuration of strategies a teacher uses constitutes his or her "teaching style". While a teacher's style of teaching provides a means of coping with many of the routine demands of teaching, there is also a danger that it can hinder a teacher's professional growth. How can teachers move beyond the level of automatic or routinised responses to classroom situations and achieve a higher level of awareness of how they teach, of the kinds of decisions they make as they teach, and of the value and consequences of particular instructional decisions? One way of doing this is through observing and reflecting on one's own teaching, and using observation and reflection as a way of bringing about change. This approach to teaching can be described as "Reflective Teaching", and in this paper I want to explore how a reflective view of teaching can be developed.
South African Journal of Higher Education, 2000
In this article we report research addressing the facilitation of reflection amongst novice (pre-service) teachers. This study is based on the analysis of written reports of 35 second-year and 36 third-year Bachelor of Primary Education (BPrimEd) student cohorts during a brief teaching practice in the 1999 mid-semester teaching practicum. Pro forma's were provided to students as guidelines for the reflective process. Students were also provided with guidelines to keep a journal which would inform their reflection while at the schools. They were required to hand in an assignment detailing their reflection on some of the lessons they taught during the practicum. Most student reflections focused on more technical aspects of teaching and classroom management, which are discussed in the article. We include a brief review of reflection and reflective practice, discuss levels of reflection, a short description of method of course evelopment, a narration of findings, concluding remarks and propositions.
At the top of every syllabus: Examining and becoming (critical) reflective practitioners
In this paper, we explore what it means to become a reflective practitioner in the field of teacher preparation. We are two new teacher educators working at different universities in the Northeast United States. One is a mid-sized private university in an urban area, the other a mid-sized public university in a rural area. In our positions, we prepare, teach, and supervise undergraduate and graduate students as they work to complete state certification requirements to teach in early childhood and elementary classrooms. Both of our programs utilize (at least nominally) a reflective practitioner model for teacher preparation. Over the course of one semester, we engaged in the dual-level process of collaboratively examining what it means to become critical reflective practitioners (Brookfield, 1998; Larrivee, 2000; LaBoskey, 2004) while also preparing social justice oriented pre-service teachers. The reflective practitioner model originated with John Dewey (1933), who described reflective thinking as a process that involves experiencing and questioning very practical problems during learning. This framework was formalized for the field of teacher education by Donald Schön who defined reflective practice as the continuous and cyclical process of examining both one's own actions and the context and values which influence those practices (1983, 1987). The reflective practitioner, according to Schön, aims to connect theory with practice, using inquiry to explore the challenges a teacher faces when working with students in the classroom. Over the past thirty years, Schön's work has become widely adopted by teacher education programs across the United States (Loughran, 2002; Richert, 1990; Valli, 1993; Zeichner, 1987). This " reflective teaching movement " emerged as a way for programs to answer the call for teachers to become more adept at understanding their students' complex social, cultural and political learning contexts (Liu, 2015, p. 137). But, for many teacher preparation programs, the grounding concept behind reflective practice has become disjointed with the practice of preparing teachers, with multiple, unclear definitions of how to engage in reflective practice (Zeichner & Liu, 2010).