As individuals, each with our own background and experience, we bring certain beliefs, assumptions, knowledge, attitudes and determine to teaching.
Our teaching retains place in a social orbit that has its own unique characteristics, opportunities and constraints.
Reflective teaching means exploring the implications of e very(prenominal)(prenominal) these complex factors with the intention of understanding and improving our practice.
A earnest place to start is by considering our own pasts, as learners and teachers and reflecting on the beliefs, knowledge and values that we have developed from our experiences.
Levels of reflection
In a sense, we reflect constantly as we teach, responding to ongoing situations in the classroom as they arise. This is sometimes called reflection-in-action.
Reflection-in-action usually happens very fast, perhaps level off intuitively. It can be transient and quickly forgotten. It is only aft(prenominal) a teaching event that there is time for in-depth reflection. This is sometimes called reflection-on-action.
When the process of reflection-on-action is rigorous, systematic and ongoing, teachers are acting as musing practitioners.
The chart below differentiates levels at which reflection can take place, from the fleeting and transient to the in-depth, ongoing critical examination of teaching.
speedy reflectionImmediate and automatic Ongoing decision-making while teaching, happens very fast, almost constantly, often privately.
RepairThoughtfulTeacher makes a decision to alter behaviour in response to cues from students.
followLess formal
At a particular point in timeTeacher thinks about, writes about or discusses some member of teaching or students learning; often interpersonal and collegial.
investigateMore systematic
Over a period of timepersuasion and observation become more sharply focussed almost particular issues; involves collecting data over time. Eg Action...If you want to remove a full essay, order it on our website: Orderessay
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