Reflective Theories In Teaching

766 Words4 Pages
Based on the 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 in meaningful contexts (Edward et al, 2002; Merrill, 2002) through the applications and integrations of classroom knowledge with actual teaching practices. This has to be initiated and accomplished through exercising reflective…show more content…
Prominent authors in the field of education (such as Dewey, Habermas, Fereire, Kolb and Schon) forwarded their views about reflective learning practices as follows. Reflection in learning, for the influential Brazilian educator and philosopher Paulo Fereire, is associated with “critical consciousness” in which learners become actors and authors rather than being observers in their own decisions in knowledge searching and constructions (Fereire, 1973). For Dewey, reflection in learning is an active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads. It includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality (Dewey,…show more content…
From this discussion, one can learn that reflection in learning is a multidimensional practice that enhances the learning principles, processes and outputs suggested by a number of learning theories (e.g. experiential learning, constructivist learning, critical learning, etc.). “Reflection in learning then is the vehicle for critical analysis, problem-solving, synthesis of opposing ideas, evaluation, identifying patterns and creating meaning out of the experiences” (Caine, & Caine, 1991:3). It is possible to conclude that many of the higher order thinking skills that we strive to foster in our students in general and in student teachers in particular effect through the utilization of reflective learning (Andrusyszyn & Davie, 1997; Brockbank & McGill; 2007; King,

More about Reflective Theories In Teaching

Open Document