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 may also choose to stick to the lecture method s/he had been taught with as a child, without pondering
everyone who works in education is familiar with the expression that teachers are key agents of change. It is universally accepted truth that teachers are mediators between learners and experience. However there is only some evidence to show that the implementation process in their 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
assumptions of socio-constructivist theories of learning, educators attempted to re-conceptualize teaching as a profession (Murray, 1996), which might be facilitated via reflective teaching learning practices. According to these theories, teaching has to start in student teachers’ reflective learning practices at the teacher education (Ostorga, 2006). Learning at the teacher education, moreover, is promoted when teacher candidates are provided with multiple learning opportunities to apply what they have learnt
A reflective practitioner is hence always aware of his / her emotional state and also deliberates upon it from time to time to get better results. Let us take an example here. A teacher having taught the children independence day with traditional chalk-board or lecture method may reflect upon later and feel it would have been better if s/he used some other innovative method to teach such a topic of emotional connect for Indians and this dissatisfaction leads her /him to re-teach the lesson through
Abstract I divide my paper into four parts to interpret strategies for developing English learning reflection ability of college students. The first part is to have an overview about reflective learning and the theoretical review of Constructivism, including the concept, characteristics and significance of reflective learning and the instruction of Constructivism. The ability to reflect on learning English is what college students should have, which is important to improve their language knowledge
Teacher and trainers are lifelong learners hence they must value reflection and evaluation as of their own practice and continue professional development as teachers. It is important that they use ways to reflect, evaluate and use research to develop their own practice and can share these good and effective practices with other colleagues who are also engaged in continuous professional development. One of the qualities of a good teacher is the ability to reflect on what, why and how the adapt and
individuals, basically student-teachers, have met certain minimum requirements for the exercise of their profession. In this case, their competence to teach can be proved by a certificate gained at the end of a teacher education programme. Once this kind of competence is acquired, there is no need for the candidates to go back to the programme. The second is continual professional competence. This is a situation in which professionals, basically in-service teachers, travel all their professional
Reflective accounts Reflective practice Reflective practice is when you look back over the things you have done and consider how they went. Also, you should think about what went well, what went not so well and how you could improve in the future (skills you need,2017). Reflective practice allows you to identify your own strengths and weaknesses and limitations. Reflective practice helps you prepare you for the requirements of the profession. Reflective practice is
necessary for teachers to engage in critical reflection. Critical Reflection is not an inert process but an active doing kind of process; it is not a performance management strategy. Critical reflection is crucial to becoming a successful teacher. As a beginner teacher you will encounter many contradictions and challenges in school; you will learn to teach in a particular context but will need to be able to transfer your learning to new contexts. Critical reflection will help teachers to do this and