My personal philosophy of education. The reflective teachers as leaders The field of education is vast, broad, complex and dynamic. It co exists with the various domains of the society and is of utmost importance. There is abundant work being done and work yet to be done with regards to philosophy in the education system. There area of interest ranges from object- level interactions, discourse between teachers and school leaders, between teachers and a group of learners, aims of education, about how children ought to be treated, the type of curriculum which will deliver the desired outcomes and the interest of the child itself. It is challenging to understand the how educational philosophy and education are related as both have gone through …show more content…
With more studies done in this area of “teacher professionalism”, there was more focus on the individual and the fraternity as a whole to be more engaged in critical reflective practice. The core idea here is that teaching cannot be thought of in solely technicist tems, but rather can be understood only as an intellectual- and a critical intellectual- undertaking( Giroux, 1988). As professionals, teachers must be responsible and accountable for that which is under their control, both individually and collectively (Preston, 1996). For teaching to considered as profession, some underlying characteristics and contributing factors would be a sound subject knowledge inclusive of pedagogical knowledge; grounded classroom practice where practical and experimental knowledge can be delivered; an underlying interest with issues in curriculum, assessment and other policy matters in education; a meaningful and progressive career progression; a common code of ethics enforced and practiced by all members of the profession; and a underlying commitment to personal and professional …show more content…
The reflective teaching- learning process cannot be placed as part of a linear process but rather as a small circle within a larger circle. The term reflection in the development of an educator would bring about a lot of debate. It is common to see and hear educators very often saying that they do not have sufficient time to reflect on things they do. Here we assume that if there was time at hand it would be spent on quality reflections. Many at times we look upon knowledge gained from external sources and experts rather than from personal experience. Thus reflection becomes productive when one is able to understand one’s practice which leads to changes. The effectiveness of reflection can only be observed by investing considerable time in observation and discussion. Neither a single lesson observation nor a checklist would be able to ascertain the effectiveness of a reflective educator. To assess the extent to which an educator is being reflective would require multiple lesson observations coupled with subsequent discussions with attention paid to details such as assumptions, beliefs, and scenarios being slot in. Not all changes implemented would be successful, but prior to the change there would be quite a bit of thought process put in for opting for the
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The term 'reflective practice ' is depicted by Gibbs in I998 in a circle. Which means relating this circle to childcare the practitioner can improve their practice after thought and discussion. Such description, feelings, evaluation, analysis, conclusion and action plan. Reflection is an essential part of working with children in any setting. Think of it as a circular process whereby you think about what you have done and how well it went ,get feedback from
Reflective Practice in the Early Years Tools for Practitioners 1. Introduction “We do not learn from experience... we learn from reflecting on experience.” -John Dewey- You have probably heard the term “reflective practice”, but do you really know what this means?
Every time we are to learn something new, why do definitions jumpstart the process of education? Take, for example, “What is the meaning of life?” a statement that often fuels the start of rampant existential crises—why do these hard and unanswerable questions usually revolve around that of nature or being? It can be said that the repeating schematic of these questions comes from the understanding that knowing the essence and nature of something contributes greatly to the proper execution of any subject matter. Being knowledgeable of its inherent features and character gives people an insight on how best to go about that particular field.
I have a desire to lead in an educational capacity that will bring about academic growth and innovation within our classrooms. I want to support educators to be thoughtful with the methods selected to prepare, deliver, and reflect on instruction to ensure the greatest impact on students growth. My philosophy is that our educational community should be one of a holistic and reflective approach to meeting the needs of our students. In order to best meet the needs of our students, it is imperative that staff be given the knowledge, support, and reflective tools to deliver instruction in a manner that students are successful. I desire to support educators through connecting them with the tools they need to create a successful classroom environment.
Direct clinical care provided by advanced practice nurses (APNs) is defined by six characteristics – use of a holistic perspective, formation of therapeutic partnerships with patients, expert clinical performance, use of reflective practice, use of evidence as a guide to practice, and use of diverse approaches to health and illness management1. APN practice is distinct from medicine in its holistic approach to patient care. As conceptualized in Shuler’s model, although advanced practice nursing does encompass certain aspects of medicine, it distinguishes itself from the medical model by merging both nursing and medical values.2 The holistic perspective emphasized in APN practice considers the patient as a whole, encompassing all dimensions
What is reflection? Reflection is described as the process individuals use for self-development in their future career. The process of reflection has been used for many years in professional health fields such as midwifery and nursing (Lillyman. S & Merrix. P, 2012). Florence nightingale pioneered the practice known as reflection-on-practice, this is a tool that is needed in developing improvement and knowledge to enable an individual to grow in their nursing profession.
There are some teachers who are not reluctant at all to share their ideas, open to reflectivity, foster and promote their professional development skills on the basis of pedagogical knowledge even though some of them are at the risk of having ‘Burned out’ syndrome. Allright (2003) summarizes the following process that can be helpful for teacher education. 1. Shed light on confusing issues of classroom life to increase awareness; 2. Considering "harder" with different instructors (peers and/or co-participants, colleagues) inside and/or outside the classroom; 3.
Introduction In this reflective essay I will reflect upon the course based on the assignments and projects I have accomplished this semester. Recent research (Kornblith, 2012:3) identifies that reflection is an active process and making sense of the experience through the understanding of one’s actions. As suggested by (Roberts, 2011:63) she states that the understanding of reflection have been used to develop an action stage, which can further help to improve my skills and knowledge towards my course. This is vital as it ensures that i get the most out of my learning experience and i could use them to their maximum benefit.
CULTIVATING REFLECTION-IN-ACTION & REFLECTION-ON-ACTION Reflection is loosely defined as the way we learn from an experience in order to understand and develop practice. Reflection is a means of processing thoughts and feelings about an incident, and gives us a chance to come to terms with our thoughts and feelings about it. For example, if something did not go the way you wanted it, we would tend to reflect on it by asking ourselves questions such as why did it go wrong and how did it go wrong. John Dewey’s theory of Reflective Practice John Dewey (1933) was among the first to identify reflection as a specialised form of thinking.
The purpose of education is to create the “catalyst”, - the interest, the imagination, the self-confidence, the enthusiasm for further knowledge that helps a person grow beyond what they believe they can be. Education should help develop skills and knowledge, so students can be productive members of society. The more knowledge you have, the more opportunities you have in life. I think back to my childhood and the teachers that made an impact in my life. I want to be that catalyst for students.
Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012).
Teaching philosophy is described by Sadker and Sadker as, “Behind every school and every teacher is a set of related beliefs - a philosophy of education – that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role and what should be taught and by what methods.” (Teacher, Schools and Society. 2005). With this definition in consideration, my teaching philosophy is “I believe that children learn best when they are given the chance to choose, discuss and explore what they want to learn, when they want to learn and how they want to learn.
But put simply reflection is merely a process to; help us understand the links between what we do (what we can call our practice) and how we might improve our effectiveness (by developing our practice) (Ghaye, Tony 2010) Reflection was first introduced to me through the Microteaching facility. Here the reflection is based on three ten minute lectures, and incorporates personal, peer and expert