Reflective Teaching Practices Between Theory and Reality in a Demanding Society (original) (raw)
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Reflective Teaching as a Practical Approach
Since the beginning of the 20th-century specialists have strived for ways that could comprise language teaching methods, which can ensure the best results in language training and teaching classes. And there are various methods, especially in the first half of this century. Some language teaching experts progressed further than methods with the hope of earning more results. Only some of teachers' encouraged towards what is known as reflective teaching (RT).The process of bridging the gap between experience and learning is called Reflection. RT teacher requires a good self-observations of self-assessment, the need to go on patrol in a way to ensure that teachers understand their classes so that they make their own classroom process improvements where needed. RT is the process by which teachers reflect on their classroom procedures for collecting and analysing the descriptive facts that will be modified to show where the change can be made. RT gives teachers material and professional flexibility for teachers. This paper elaborates on the process of reflection practice and deliberates the effects for foreign/second language educators.
The Role of the Teacher Practitioner: Reflective Practice
Academia.edu
When an educational establishment decides to promote reflective practice in its midst and expects all stakeholders (teachers, students, and administrators) to become reflective practitioners and advocates, there ought to be a firm understanding of the meaning of the term reflection and of the concept of reflective practice. This research paper will address all relevant issues concerning the practice of reflection, highlighting the primacy of professional development as a reliable and robust link between theoretical knowledge and practical knowledge. The paper will also explore the current research with regard to reflective practice. A comprehensive literature review of the practice within the educational field will be alluded to. Best approaches to integrate relevant strategies and to address issues emanating from the practice will also be included. Finally, recommendations for future development and a synthesis of the various elements needed for efficient reflective practice will be provided.
Reflective practice as an object of change to improve teaching performance (Atena Editora)
Reflective practice as an object of change to improve teaching performance (Atena Editora), 2024
El presente trabajo aborda la práctica reflexiva en el ámbito educativo como una metodología donde docentes y alumnos ponen en práctica esta estrategia como parte del proceso educativo para el mejoramiento de los aprendizajes en los estudiantes, propuestas de mejora en la adquisición de saberes, apropiación de aprendizajes significativos y competencias, diseño y adecuación de programas de acuerdo al contexto escolar, creación de hábitos que contribuyan al desarrollo de actividades, entre otros, se valora la importancia que tiene la práctica reflexiva en la docencia y los beneficios que trae consigo el llevarla a cabo en el desarrollo del proceso de enseñanza aprendizajes en los distintos niveles educativos y áreas disciplinares.
Reflective Practice as a Changing Factor of Teaching Quality
Research in Pedagogy, 2018
A teacher, as one of the main actors in the teaching process, has an assignment to work continuously on the improvement of his personal characteristics and professional competencies in order to improve the quality of teaching. In a modern school, teachers are challenged to constantly reflect on their work, on its advantages and flaws, and on what needs to be fixed-they are required to become reflective practitioners. Despite the fact that the concept of reflective practice is not present enough in school practice, it has been recognized as an important factor for improvement of the teaching quality, as it represents a continuous process which helps teachers to get rid of a routine behaviour. The focus of the research is on faculty professors, and the research goal is to find out how students perceive their professors' practice, or whether they recognize the reflective elements to be important for improvement of the teaching quality. Accordingly, the purpose of the research is to point out the need, the importance and the necessity of being a reflective practitioner, both during the planning and during the work itself, but also after its completion, since the purpose of reflective practice is to realize the advantages and the flaws of one's work in order to improve it.
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.
Reflective Teaching as a Strategy for Effective Instruction
Educational Quest, 2019
The challenges of 21st century skills require equipping children with essential dispositions and reflective skills as a relevant dimension of education. Reflection is a valuable skill that can produce considerably high level learning and is also very important to the planning process. It includes describing, analyzing and evaluating our thought-process, assumptions, beliefs and actions. Reflection is a significant human activity in which facilitator and practitioner revisit their experience, ponder it and evaluate it. Different academicians identified different types of reflections to strengthen their teaching practices but, they unanimously suggested that reflective teaching practices are inevitably vital to effective instruction. One can start reflective teaching by asking ‘what and why’ questions. Refl ective teaching is an approach that enables teachers and teacher educators to understand how they use their knowledge in classroom situations and how they combine theory and practical in a more effective manner. A reflective teacher can get input from different sources such as senior faculty members, students, colleagues to improve his/her teaching by using reflection. This paper provides some insights on few moot questions such as, “what is reflection”, “what is reflective teaching”, “why is reflective teaching important”, “why should teachers be reflective”, and “what is meant by being a reflective teacher”?
Reflective teaching and teacher education contributions from teacher training
1999
The argument in this paper is that insights from teacher thinking have contributed a great deal to the notion of reflective teaching in teacher education. After clarifying some of the definitions of reflection as they are revealed in the literature, the area of teacher thinking is brought into the topic by highlighting the importance of understanding the way teachers think about their work. In the final section of the paper suggestions about some procedures that could foster teachers' reflection on their practices are presented.
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.
Reflective Essay on Learning and Teaching
International Journal of Arts and Social Science (IJASS), 2019
Learning and teaching are inextricably intertwined. The principal objective of education is learning, and the means used to fulfil this aim is teaching. Considering that these two phenomena are inseparable, it can therefore be deduced that teaching has to be carried out for learning to take place. In light of the afore-mentioned, this reflective essay deals with some of my personal experiences in learning and teaching from my secondary years to my tertiary years and beyond. It is a reflection about my academic formation and how certain experiences and individuals in my life have shaped the way that I teach and whom I have become as a teacher. More importantly, this reflective essay highlights the transformative reflection that I experienced, during my postgraduate studies, in my attempts to become a better and more effective teacher. It is underscored that teachers have the responsibility to engage in continuous reflective practice as the principal means of improving and sustaining effective didactic practices. Effective teaching results in effective learning. Keywords: higher education, language(s), learning, learning and teaching, teaching.
Reflections as a major socio-pedagogical component to teaching development
Traduction et Langues , 2012
Reflective teaching as a bottom-up process of learning teaching is said to be articulated all over the world, but in Algeria. This has led to a fatalistic apathy which has made teachers, in secondary schools, turn nonchalant and perform an insipid teaching. It is believed then that if a teacher never questions the goals of his teaching and never reflects on his teaching practices, can, in no way, achieve positive learning outcomes. It is truism that teaching at the level of secondary schools must be backed up by an instructional methodology which is dished out by managers and teachers have to follow blindly what is imposed on them. However, if they remove themselves from jadedness and make reflections on their daily teaching practices and get rid of awkward ones, their teaching will, by all means, turn to be effective and achieve better results. This paper clearly describes teaching in our secondary schools and highlights the positive effects of the concept of reflection if undertaken by these teachers.