Reflection. Reflection. To concentrate on understanding how and why we experience things the way we do. How and why?. Reflection is a key aspect of our professional work and development. It should be central to our teaching.
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To concentrate on understanding how and why we experience things the way we do.
Reflection is a key aspect of our professional work and development. It should be central to our teaching.
New ideas line the filter but do not necessarily get through. This boundary structure allows us to avoid anxiety, it blocks action and allows for self deception.
Culture (social values manners, discussion)
Traditional images of teachers
Image of a
Teacher is often
Teachers we work with or observe
If our teaching style or expectations do not fit the preconceived images, then we may choose not to reflect on practice constructively and critically.
It is too difficult to reflect and think differently!
Ritualistic reflection – conforming to standards, formal evaluations
Pseudo reflection – considering important issues though not leading to development or change
Constructive } reflection – actively seeks to
Productive problematise situations and
to challenge existing views,
perspectives and beliefs,
promoting or to leading to
development or change
in terms of work related
understanding or outlook
in your head
Reflection on action (thinking after the event)
Reflection in action (thinking as you go)
All to give us different perspectives of what is going on in the classroom.
Reflection need not be limited to the release of emotional energy (one’s feelings, thoughts, and emotions), the sharing of feelings or attempts to “feel good” …
Rather, reflection is decidedly educational. It is simply an opportunity through which one can learn from experience. … It furthers learning and inspires provocative thought and action.
Reed, J. and Koliba, C