Five Dimensions Of Reflection In The Classroom
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 Wallace (1991).
A model which is called ‘ALACT’ (Korthagen, 2010; Korthagen & Vasalos, 2010) describe reflection in five phases: (1) Action; (2) Looking back at the action; (3) Awareness of the essential aspects of the problem or situation; (4) Creation
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Descriptive reflection involves describing a matter, for example a classroom concern, an interesting issue or generally with a problem. Comparative reflection as the second dimension of reflection involves investigating the issue of interest from different perspectives trying to gain a deep understanding of it. The last dimension, critical dimension, leads teacher to integrate different perspectives and to find a final solution to deal with the problem with the goal of improving his/her teaching …show more content…
For example, Lee (2007) conclude from his qualitative research that being engaged in reflection through dialogue journal would foster critical thinking among a group of student teachers in Hong Kong. Farrell (2011) conducted a qualitative study with the aim of probing in to the effect of peer observation on teaching performance. This study applied the context of ELT which is a distinguishing feature. In his study, Farrell indicated that the feedback provided by the researcher during the post observation helped the participating teacher engage a larger number of students in subsequent classroom activities.
Hoban and Hastings (2006) investigated the effect of four types of student feedback (i.e. conducting interviews with students, asking students to write about their class experiences, requesting students to complete a classroom observation schedule, and asking them to complete a survey) on a group of science teachers’ reflection. The results indicated that student interviews contributed significantly to the promotion of reflective practices because of the personal nature of comments with which teachers could easily
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