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    Reflection in Education

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    Priscila Saldivar
    This document discusses the importance of reflection in teacher education. It defines reflective practice as learning from experience to gain new insights. Reflective practice involves deliberately slowing down to think more deeply, having an open mindset, and acknowledging uncertainty. Reflective teachers engage in ongoing self-reflection and problem-solving to continuously improve, while being committed to lifelong learning. The document outlines various frameworks and levels of reflection that teachers can utilize to enhance their practice.

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    Reflection in Education

    Uploaded by

    Priscila Saldivar
    13 views21 pages
    This document discusses the importance of reflection in teacher education. It defines reflective practice as learning from experience to gain new insights. Reflective practice involves deliberately slowing down to think more deeply, having an open mindset, and acknowledging uncertainty. Reflective teachers engage in ongoing self-reflection and problem-solving to continuously improve, while being committed to lifelong learning. The document outlines various frameworks and levels of reflection that teachers can utilize to enhance their practice.

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    This document discusses the importance of reflection in teacher education. It defines reflective practice as learning from experience to gain new insights. Reflective practice involves deliberately slowing down to think more deeply, having an open mindset, and acknowledging uncertainty. Reflective teachers engage in ongoing self-reflection and problem-solving to continuously improve, while being committed to lifelong learning. The document outlines various frameworks and levels of reflection that teachers can utilize to enhance their practice.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    13 views21 pages

    Reflection in Education

    Uploaded by

    Priscila Saldivar
    This document discusses the importance of reflection in teacher education. It defines reflective practice as learning from experience to gain new insights. Reflective practice involves deliberately slowing down to think more deeply, having an open mindset, and acknowledging uncertainty. Reflective teachers engage in ongoing self-reflection and problem-solving to continuously improve, while being committed to lifelong learning. The document outlines various frameworks and levels of reflection that teachers can utilize to enhance their practice.

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    © All Rights Reserved
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    Reflection in Techer

    Education
    Reflection is a vital tool for navigating life
    in today’s classroom.
    To what extent do you agree or disagree with the statement.
    Why?
    What is Reflective Practice?
    Reflective practice is ‘learning through and from experience
    towards gaining new insights of self and practice’ (Finlay, L.
    2008).
    Defining Reflective Practice
    • How would you define reflective practice?
    Why you think teachers need to be
    reflective practitioners?
    Read the following text
    Fill out the chart

    Reflective Teachers Non-Reflective Teachers


    Key Elements of Reflective Practice

    • A deliberate pause, a purposeful slowing down, to allow for higher-level thinking


    processes.
    • An open-minded stance, recognizing there are many ways to view a particular
    circumstance, situation, or event.
    • A receptiveness to changing viewpoint and letting go of needing to be right
    • A mindful state, being conscious of both thought and action
    • An acknowledgment that doubt, perplexity, and tentativeness are part of the
    process.
    Ten Attributes of a Reflective Practitioner
    1. Reflects on and learns from experience
    2. Engages in ongoing inquiry
    3. Solicits feedback
    4. Remains open to alternative perspectives
    5. Assumes responsibility for own learning
    6. Takes action to align with new knowledge and understandings
    7. Observes self in the process of thinking
    8. Is committed to continuous improvement in practice
    9. Strives to align behaviors with values and beliefs
    10. Seeks to discover what is true
    Three Essential Attitudes of Reflective
    Practitioners

    1. Open-mindedness

    2. Responsibility

    3. Wholeheartedness
    Three Essential Practices for Becoming a
    Reflective Practitioner

    1. Self-Reflection

    2. Ongoing inquiry

    3. Perpetual problem-solving
    Benefits of Reflective Practice
    • It helps develop confident teachers
    • It encourages innovation
    • It encourages engagement
    • It benefits all stakeholders (teachers, students, parents,
    institution)
    Levels of Reflection
    1. Surface Reflection
    2. Pedagogical Reflection
    3. Critical Reflection
    4. Self-Reflection
    Continuous Professional Development (CPD)
    • Is a term used to describe the learning activities professionals
    engage in to develop and enhance their abilities.
    • It is the commitment of professionals towards the enhancement of
    personal skills and proficiency throughout their careers.
    • It seeks to ensure that qualifications do not become out-dated or
    obsolete; allowing individuals to continually ‘up skill’ or ‘re-skill’
    regardless of occupation, age or educational level.
    Continuous Professional Development (CPD)
    • Is a planned, continuous and lifelong process whereby teachers try
    to develop their personal and professional qualities, and to improve
    their knowledge, skills and practice, leading to their empowerment
    and improvement and the development of their organization and
    their pupils.

    https://www.britishcouncil.in/teach/continuing-professional-development
    Active Learning (Structured Learning)
    • Involves interactive participation
    • Is commonly proactive

    Examples:
    Attending training courses
    Workshops
    Seminars
    Conferences
    E-learning course or other academic events.
    Passive Learning (Reflective learning)
    • Involves no participant-based interaction
    • Is much more passive and unidirectional

    Examples:
    Reading relevant news articles and books (podcasts & case
    studies).
    Participating in informal meetings with the intention of
    exchanging and sharing with colleagues.
    Self-directed Learning (Unstructured Learning)
    • It involves all unsupervised professional development
    activities

    Examples:
    Reading of documents, articles and publications (in print or
    online).
    Reading relevant publications, books by leading experts (journals,
    magazines)
    Taking responsibility for professional development

    https://www.teachingenglish.org.uk/professional-development/teachers/taking-responsibility

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