Teachers as Reflective Practitioners

Questions and Answers

What does ‘reflection’ mean?

To bend back, recalling experiences and critically evaluating them.

What are the levels of reflective practice?

Technical Reflection, Contextual Reflection, Critical Reflection.

What is a teaching dilemma?

A teaching dilemma arises when a teacher faces two competing situations.

Which of the following is NOT a benefit of reflection for teachers? (Select all that apply)

Ignore previous failures Signup and view all the answers

Which of the following best describes teacher thinking?

The set of cognitions and mental representations used by teachers Signup and view all the answers

Reflection-in-action occurs after the experience.

False Signup and view all the answers

What is the difference between content knowledge and pedagogical content knowledge?

Content knowledge refers to the depth of knowledge about the subject itself, while pedagogical content knowledge refers to how students learn specific topics. Signup and view all the answers

What is the role of a reflective practitioner?

To use careful thought in their practice and continually improve. Signup and view all the answers

What issues can hinder the reflection process?

Lack of awareness, time, fear of judgement, and defensiveness. Signup and view all the answers

What is meant by reflective practice in teaching?

Engaging in self-assessment and learning from experiences Signup and view all the answers

What is reflection-on-action?

Thinking back on an experience after it is completed. Signup and view all the answers

Lifelong learning for teachers is an individualistic enterprise.

True Signup and view all the answers

What are the three main roles of teachers in society?

Knowledge and skill transmission, social inclusion, and professional development. Signup and view all the answers

What characterizes critical reflection?

Examining social and ethical implications Signup and view all the answers

Reflection is a process that helps teachers think about what happened, why it happened, and what else could have been done to reach their _____ .

goals Signup and view all the answers

Match the following areas of teacher attributes with their descriptions:

Able = Sees students as having capacities to deal with problems Unable = Doubts students' abilities to make decisions Identified = Relates easily with people from diverse backgrounds Unidentified = Feels oneness only with those of similar beliefs Signup and view all the answers

Continuous Professional Development (CPD) indicates that learning for the sake of improving professional practice consists of any educational activity which helps maintain, develop, or increase knowledge or skills to provide a better __________ learning.

students’ Signup and view all the answers

What are the three essential attitudes for reflective practice as identified by Dewey?

Open-mindedness, responsibility, and wholeheartedness. Signup and view all the answers

Which of the following norms of behavior should be established in a group discussion? (Select all that apply)

Clear and coherent responses are required Signup and view all the answers

In a reflective session, closure on emotional issues should not be obtained.

False Signup and view all the answers

What are some strategies for promoting reflection?

Journal writing, teacher narratives, autobiography, metaphor, critical incidents, support groups, critical friends, and action research. Signup and view all the answers

What is action research?

An inquiry-based research that examines existing practices, implements new practices, and evaluates results. Signup and view all the answers

The reflection in action research is used to review the previous action and plan the next _____.

one Signup and view all the answers

What is the main purpose of action research?

To improve the understanding of teaching practice and influence change. Signup and view all the answers

Which of the following steps is NOT part of action research?

Ignore the results Signup and view all the answers

What are the criteria to evaluate a research topic?

Interesting, original, significant, feasible, important, doable, ethical, and SMART. Signup and view all the answers

Teacher narratives can illuminate the realities, dilemmas, and _____ of teaching.

rewards Signup and view all the answers

What should portfolios document?

Evidence of knowledge and experience. Signup and view all the answers

Match the following components of action research with their descriptions:

Identify an issue = Reflecting on a relevant problem Gather data = Collecting qualitative and meaningful information Analyze data = Interpreting collected information Take action = Implementing the developed plan Signup and view all the answers

Study Notes

Unit One: Meanings and Basic Concepts of Reflection

Reflection derives from Latin "refectere," meaning "to bend back," with applications in physics and psychology.
In physics, reflection is the return of light, heat, or sound after striking a surface.
In psychology, it refers to a mental representation or image, focusing on deep consideration of beliefs and knowledge.
Dewey defines reflection as an active and persistent evaluation of beliefs, guiding individuals away from routine thought towards critical action.
Reflective practice involves learning through experience, examining and questioning everyday assumptions to foster self-awareness and improvement.
Reflective thinking helps students analyze difficulties, explore problems, and construct necessary knowledge to solve them.
Key features of reflective thinking include perplexity, conjectural anticipation, careful examination, solution elaboration, and plan implementation.

Creating a Conducive Environment for Reflection

Teachers should allow sufficient wait time for student reflection during investigations and encourage emotional safety.
Prompt reviews of learning situations help identify known and unknown information, aiding in reflective practice.
Characteristics of a reflective teacher include being active, searching for information, persistent in assessing issues, relational in student interactions, and evidence-seeking to adapt practices based on student learning.

Nature of Reflection

Reflection consists of three types: Returning to experience, Connections, and Evaluation.
Returning to experience involves recalling past situations and describing actions taken or planned.
Connections entail relating teaching experiences with future instructional plans and drawing from past student experiences to inform current practices.
Evaluation involves forming opinions and conclusions about one’s development, effectiveness, and achievement of learning objectives.

Levels of Reflective Practice

Technical Reflection: Basic level focusing on teaching strategies and methods to reach set goals, asking practical questions about classroom effectiveness.
Contextual Reflection: Advanced level where teachers align their theoretical understanding with actual practices, exploring conflicts between expressed beliefs and actual conduct.
Critical Reflection: Higher-order level examining ethical, social, and political implications of teaching, encouraging awareness of broader societal influences on education and striving for equity.

Reflective Practitioners

A reflective practitioner deeply analyzes their knowledge, skills, and teaching context, continually aiming for personal and professional growth.
They balance reflection-in-action (reshaping practice during execution) and reflection-on-action (evaluating past performance for future improvement).
Reflective practitioners consistently ask critical questions about their observations, desired outcomes, learning experiences, and future prospects.

Benefits and Issues of Reflection

Reflection aims to improve practices by learning from experiences and questioning underlying assumptions.
For learners, reflection enhances understanding, identifies knowledge gaps, connects new information to prior experience, and guides future learning choices.
For teachers, it raises awareness of biases, aids problem-solving, and maximizes learning opportunities, contributing to personal satisfaction in teaching.

Barriers and Solutions for Reflection

Common barriers include lack of awareness about reflection's purpose, time constraints, fear of judgment, and defensiveness to feedback.
Solutions involve role modeling by mentors, allocating reflection time, and providing non-judgmental support to encourage an open reflective environment.

Unit Two: Teaching and Reflection

This unit emphasizes that teachers can learn, adapt, and become lifelong learners amidst various challenges in teaching.
Dilemmas in teaching arise from student cooperation issues, emotional management, and the uncertainty of teaching effectiveness.
Teaching dilemmas involve balancing diverse students' needs and addressing clashes between personal and institutional demands.

Professionalism of Teaching: Teacher Thinking and Creativity

Teacher thinking encompasses mental representations that guide educators' understanding of their role and the meaning they derive from teaching.
Types of knowledge crucial for teachers include content knowledge (subject matter expertise), pedagogical content knowledge (understanding student learning), and pedagogical knowledge (classroom management).
Personal value orientations, attitudes towards students, and beliefs about education also shape a teacher’s effectiveness and interactions within the classroom.### Teacher Learning and Change
Teachers learn through pre-service education, in-service training, and reflective practice.
Pre-service education offers foundational knowledge in content, personal development, and pedagogical techniques.
Research shows reflective practice and communication skills are often overlooked in teacher training.
Effective pre-service education should foster a shared vision, practical application, and opportunities for inquiry and reflection.

In-Service Programs

In-service training develops teachers' skills throughout their careers, focusing on areas like health promotion and life skills.
Teachers are now required to possess a broader skill set beyond knowledge transmission, adapting to a changing educational environment.

Reflective Practice

Reflective practice is critical for teachers to handle uncertainties and diverse student needs effectively.
Teachers must accommodate various student backgrounds, including ethnicity, socioeconomic status, and motivation.

Teachers' Societal Roles

Teachers contribute to society in three main areas: knowledge transmission, social inclusion, and professional development.
Literacy and skill development among students are closely linked to the educational foundations provided by teachers.
Teachers must address diverse learning needs and cultural backgrounds, promoting social justice in education.

Professional Development

Continuous development is essential for teachers to remain effective, adapting to new educational roles.
Investment in teacher training is key for enhancing school effectiveness and overall improvement.

Education for Future Challenges

Today's education aims to equip students to tackle worldwide challenges like poverty and sustainability.
Technological advancements significantly influence teaching practices, impacting student engagement and learning processes.

Challenges in a Changing World

Economic, political, and cultural changes present evolving challenges for teachers.
Effective teaching requires strong relationships with students, colleagues, parents, and the community.

Professional Identity of Teachers

Professional identity shapes teachers' interactions and is influenced by their beliefs, experiences, and attitudes.
Teacher dispositions vary from viewing students as capable problem solvers to doubting their abilities.

Lifelong Learning

Lifelong learning emphasizes continuous skills development, ensuring teachers adapt throughout their careers.
Continuous Professional Development (CPD) enhances teachers' knowledge and skills for better professional performance.

Reflective Teaching

Reflective teaching involves assessing one's strengths and weaknesses to improve practice.
Reflective teachers actively engage in consideration of their decisions and the implications for student learning.

Essential Attitudes for Reflection

Key attitudes for reflective practice include open-mindedness, responsibility, and wholeheartedness.
Open-minded teachers embrace new evidence and diverse perspectives, fostering adaptability in their approach.

Three Essential Practices for Reflective Teachers

Solitary reflection: Regular, systematic self-reflection encourages deeper understanding of teaching practice.
Ongoing inquiry: Relentless questioning of established practices leads to personal and professional growth.
Perpetual problem-solving: Recognizing challenges as opportunities enhances classroom learning experiences.

Strategies for Promoting Reflection

Utilize varied strategies like journal writing, teacher narratives, and critical incidents to foster reflective practices.
Teacher narratives illuminate the complexities of teaching and can be used for case study reflections.
Metaphors help express teachers' self-perceptions and professional identities.

Portfolio Development

Portfolios document teacher growth and learning while aligning with educational standards.
They serve as reflective tools for assessing personal progress and competencies throughout a teaching career.### Reflective Practices in Teaching
Portfolios assist novice teachers in linking past experiences to current challenges.
Reflection based on previous knowledge fosters new problem-solving skills.

Case Study Analysis

Case studies encourage deep reflection by presenting unique, complex teaching situations.
Participants must analyze and propose solutions, enhancing both comprehension and peer learning.

Student Input as a Reflection Tool

Faculty value student feedback, including evaluations and direct comments, for improving practices.
Various forms include student products and informal feedback.

Action Research Overview

Action research involves inquiry to enhance teaching practices through systematic evaluation.
The process includes planning, acting, observing, and reflecting on practices.

Definitions and Nature of Action Research

Defined as critical, self-reflective inquiry aimed at improving professional practices.
Emphasizes collaboration among educators for meaningful qualitative evidence gathering.

Distinctions of Action Research

Contrasts with formal research in training required, research goals, literature review procedures, and sampling techniques.
Action research is flexible and adapted to immediate educational needs.

Importance of Action Research

Encourages educators to critically assess and enhance their teaching methodologies.
Facilitates the development of personalized educational theories based on practical experiences.

Steps in Action Research

Identify and focus on a significant issue or problem.
Gather formal and informal information related to the identified issue.
Review relevant literature or optional resources for background.
Develop a strategy for the research and collect data.
Analyze and interpret data to inform action plans.
Communicate findings and reflect on the overall process.

Topic Identification for Research

Choose an area of personal significance to ensure genuine engagement with the problem.
Consider various aspects such as instructional planning, teaching methods, learning assessments, and classroom management.

Criteria for Evaluating Research Topics

Assess topics for interest, originality, significance, feasibility, and ethical implications.
Ensure research questions are closely linked to the problem of focus.

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Description

This quiz explores the meanings and basic concepts of reflection in teaching. It covers the levels of reflective practice and the benefits it brings to the teaching and learning process. Test your understanding of how reflection can enhance educational practices.

Teachers as Reflective Practitioners - Unit 1