Reflective Practice In Education

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1.1) Introduction:
According to Fullan (2003) 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 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
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Moon (2005) defines reflection as a form of mental processing that a person use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and the emotions that a person already posses.
Dewey`s ideas provided a basis for the concept of reflective practice which gained influence with the arrival of Schon`s book “The reflective practitioner: how professionals think in action” (Schon, 1983). In this seminal work, Schon identified ways in which professionals could become aware of their implicit knowledge and learn from their experience. His main concern was to facilitate the development of reflective practitioners. He identified two types of reflection: reflection on action and reflection in
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Teachers play an important role as change agents in the school context. In order to fully realize the potential of teachers as change agents’ teachers need to be supported within the school and beyond. Johnson and Donaldson (2007) suggest following five critical supports for effective teacher leadership.
1.4.3.1) Shared vision: Teacher leaders and school leaders need to share the vision for change. A shared vision allows the teacher leaders to do the hard work of leadership and to advocate for change that is responsive to that vision.
1.4.3.2) Autonomy and trust: Teacher leaders need to be trusted to make decisions and empowered to lead change efforts related to the larger school vision. The principal can make it possible to lead by giving teachers lot of freedom and decision making power around issues of curriculum, instruction and professional learning.
1.4.3.3) Structure to support teacher teaming: Organizing teachers into professional learning communities through department or grade level teams and providing concrete structures such as common discussion time and meeting protocols opens up locations for teacher leaders to share their work, lead collaborative planning and facilitate discussions that promote

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