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
Reflective teaching - a development of future action from the reflection of past and current behavior Introduction In the past ten years, the terms `reflection ' and `critical reflection ' have increasingly appeared in descriptions of approaches to teacher education. The concept of reflective practice has found wide application in the field of education, for learners, teachers and those who teach teachers. Reflection is the key to successful learning for teachers and for learners. The origins
Reflective teaching is a process of self- assessment and self- observation. Through reflective teaching, the teachers can explore and discover their own ideas and practices, which can make the teachers more proficient and skilled in teaching. Teaching is an intricate and highly accomplished process, and teachers must implement self evaluation (reflection) to make learning effective. The paper highlights the importance of reflective teaching and its impact on pedagogical process as well as language
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
Reflective teaching Reflective teaching has been one of the important 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
Cultural factors / values: Our values and our cultural aspects of life influence a, rather shape and refine our thinking , which is considered to be essential 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
practice is based on this truth. The current professional development place teachers at the receiving end of policy changes generated at national level. Teachers are treated as means to implement the education agenda set at national level, in the classrooms. They are rarely involved in the process of bringing an educational reform. Educational change can happen through teachers and school management and their interactions
constructivist young learners’ learning. It can also be said that as modern approach to instruction and teacher CPD, reflective teaching is consistent with constructivist theories of instruction and teacher CPD. Thus, the researcher believes that the principles of constructivist theory are applicable to this study which considered EFL teachers as active and self-directed adult learners through reflection that involves them teaching and at the same time learning and developing professionally while they were in
my classes provides me with many dimensions of learning and with many dimensions of professional growth too. It helps me to improve what I do inside the classroom on a daily basis with my students and it helps me to overcome my weaknesses in my field of work as well. First, in order to improve the way I, as an educator, teach my students, reflection on my teaching procedures on a regular basis is a must and second, after reflecting on the way I conduct my lessons, I must take decisions on my current
approaches of how the student can be motivated or encouraged to work hard during the lesson, and thus consults with the mentor. This step leads to the next level of reflection, which is constructing the beliefs, or workable solutions, which the teacher tries to incorporate into the everyday teaching routine. These everyday teaching reflective