The role of Reflective teaching in teacher education

The role of Reflective teaching in teacher education

Reflective practice is used at both the pre-service and in-service levels of teaching. Coaching and peer involvement are two aspects of reflective practice seen most often at the pre-service level. In a 1993 study of how student teachers develop the skills necessary for reflective teaching during their field experiences, also, explores the role of the teacher educator as coach. Teacher educators can most effectively coach student teachers in reflective practice by using students' personal histories, dialogue journals, and small and large-group discussions about their experiences to help students reflect upon and improve their practices. Kettle and Sellars (1996) studied the development of third- year teaching students. They analyzed the students' reflective writings and interviewed them extensively about their reflective practices. They found that the use of peer reflective groups encouraged student teachers to challenge existing theories and their own preconceived views of teaching while modeling for them a collaborative style of professional development that would be useful throughout their teaching careers. They found that the student teachers by practicing reflective teaching enables them to challenge existing theories and their own preconceived views of teaching resulting in professional development that would be useful throughout their teaching careers. Several research studies have proved that critical reflection upon experience continues to be an effective technique for professional development. Freidus (1997) describes a case study of one teacher/graduate student struggling to make sense of her beliefs and practices about what constitutes good teaching. Her initial pedagogy for teaching was based on the traditions and practices of direct teaching. Her traditional socialization into teaching made it difficult for her to understand that her views of good teaching were being challenged in her practice. After implementing reflective teaching technique in her classroom enabled her to acknowledge and validate what she was learning.

 
 

 

 

 

 

 

Teacher Facilitator

Teacher Diary

Teacher diary
This is the easiest way to begin a process of reflection since it is purely personal. After each lesson you write in a notebook about what happened. You may also describe your own reactions and feelings and those you observed on the part of the students. You are likely to begin to pose questions about what you have observed. Diary writing does require a certain discipline in taking the time to do it on a regular basis.

 

 

Why it is important?
                Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today."

                However, without more time spent focusing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students. Reflective teaching therefore implies a more systematic process of collecting, recording and analyzing our thoughts and observations, as well as those of our students, and then going on to making changes.

·         If a lesson went well we can describe it and think about why it was successful.

·         If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear.

·         If students are misbehaving - what were they doing, when and why?

 

Hello people, this is my blog about Reflective Teaching, it  means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. , I hope you like it.