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Posted: February 7th, 2024
Reflective Teaching: A Strategy for Professional Development
Reflective teaching is a process of self-examination and evaluation that aims to improve one’s teaching practice and enhance student learning outcomes. Reflective teaching involves collecting evidence of one’s teaching, such as lesson plans, student feedback, classroom observations, and personal reflections, and analyzing it critically to identify strengths and areas for improvement. Reflective teaching also requires taking action based on the findings, such as modifying one’s teaching strategies, seeking professional development opportunities, collaborating with colleagues, and seeking feedback from others.
Reflective teaching can benefit teachers in various ways. According to Dewey (1933), reflection is a key component of professional growth and learning, as it enables teachers to examine their own beliefs, assumptions, and values, and to challenge their existing practices. Reflection can also foster a sense of agency and autonomy among teachers, as they become more aware of their own choices and decisions in the classroom (Schön, 1983). Furthermore, reflection can enhance teachers’ motivation and satisfaction, as they discover new insights and possibilities for their teaching (Farrell, 2013).
Reflective teaching can also benefit students in various ways. By engaging in reflective teaching, teachers can better understand their students’ needs, interests, and learning styles, and tailor their instruction accordingly. Reflective teaching can also promote a more positive and supportive classroom environment, as teachers become more responsive and empathetic to their students’ emotions and challenges (Rodgers & Raider-Roth, 2006). Moreover, reflective teaching can model a lifelong learning attitude for students, as teachers demonstrate their willingness to learn from their own experiences and mistakes (Larrivee, 2000).
Reflective teaching is not a one-time event, but a continuous cycle of inquiry and action. Teachers can adopt various models and frameworks to guide their reflective practice, such as the four-stage model proposed by Gibbs (1988), which consists of describing the situation, feeling the emotions, evaluating the experience, and planning the next steps. Teachers can also use various tools and methods to collect and analyze data for reflection, such as journals, portfolios, video recordings, peer coaching, mentoring, and action research. Teachers should also seek multiple sources of feedback for reflection, such as students, colleagues, administrators, parents, and experts.
Reflective teaching is a valuable strategy for professional development that can enhance both teachers’ and students’ learning outcomes. By engaging in reflective teaching regularly and systematically, teachers can improve their teaching practice and become more effective educators.
References
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
Farrell, T.S.C. (2013). Reflective practice in ESL teacher development groups: From practices to principles. New York: Palgrave Macmillan.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit.
Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice: International and Multidisciplinary Perspectives 1(3), 293-307.
Rodgers C., & Raider-Roth M.B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice 12(3), 265-287.
Schön D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
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