Technological University of the Philippines College of Industrial Education Professional Industrial Education Department Ayala Boulevard, Ermita, Manila Analysis of the Reflective Teaching Approach: input to the Teaching Model Framework for Industrial/Technology Education in the College of Industrial Education By: Regencia, Rodil C. Pacomo, Carla Patricia G. BSIE – AE/4B CHAPTER I PROBLEM AND ITS BACKGROUND Introduction “A thousand teachers, a thousand methods” - Chinese proverb Learning
Can reflective teaching p2.1 teacher reflection There has been much variance in exact definition of teacher reflection but the most cited definition is Dewey’s (1933). Dewey (1933) believed reflective thinking as “active, persistent, and careful consideration of any belief or supposed form of knowledge in light of grounds that support it and the further consequences to which it leads ” (p. 9). But the person who introduced the concept of reflection into the world of teaching and made it popular was
of their work. The existing state of affairs thus invites a call for reflective teaching, which is yet to get justice in teacher education. Critically reflective teachers are always thinking about how they influence the learning and teaching environment and make it effective, and importantly upon the likely effects of their teaching and presence upon the quality of their students ' learning. Concept of Reflection Reflection
efficient teacher is the asset of an education system. The ability to reflect is one of the major qualities of a good teacher. The ability to reflect on what, why and how things are done and to adapt oneself to the process makes a good teacher. Reflection is the key to effective learning for teachers and pupils. According to Grinder (1989), teachers show rapid progress in their professional conduct during the initial three years or so after the career when they are still getting acquainted with different
Reflective Diary Data were drawn from journal writing based on the experiences of teaching starter activities in class to evaluate pupil’s behaviour and learning. The reflective diary style was based on Gibbs’ (1988) reflective cycle. This diary format encourages practitioners to reflect on 6 key stages of reflection of the lesson in order to encourage deeper analysis; Description; Feelings; Evaluation; Analysis; Conclusion; and Action Plan. Reid (1993, p.3) defines reflection as a “process of
Reflective teaching Reflective teaching has been one of the essential tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves
The Effect of Research-Informed Reflective Sessions on the Quantity and Quality of Teachers ' Corrective Feedback on Students’ Paragraph Writing Chapter Ι Background and Purpose Writing is the most complex skill for second language learners. This difficulty can not only be attributed to creating and organizing new ideas, but can also be extended to the ability to transfer ideas to the appropriate context (Richards &Rendayana, 2002). Many factors are involved in process of writing that intensify
component of reflection. Often our deep rooted values, biases, hinder with the process of reflection and leads to the adherence to traditional ways of teaching and classroom management. An example may be quoted here. The teacher owing to her own cultural brought up persuades children to form groups for an activity on the basis of gender. She may also choose to stick to the lecture method s/he had been taught with as a child, without pondering over whether it is applicable or enjoyable by her class or not
At first, the teacher needs to get the stimulus from the enironment, for example, the student’t disurptive conduct during the class. This causes the teacher to respond accordingly to the stimulus, which results in a certain behavior of the teacher during the classes, for example, penalize the student with a low grade. Next, the teacher understands that such a response will not lead to a productive outcome, or even can aggravate the situation. Therefore, the teacher tries to develop competencies,
practicing reflective teaching and teacher motivation and if this type of practice could have positive or negative impact on the level of practicing EFL teachers’ motivation. To investigate the implication of reflective teaching on teachers’ motivation, the researcher invited 60 practicing teachers from different private language schools in Tehran to participate in this research. They were invited to share their thoughts and concerns about their practice before experimenting reflective practice based