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The road to being a reflective teacher.

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Debbie Ransley

on 17 December 2013

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Transcript of The road to being a reflective teacher.

The road to becoming a Reflective Teacher.
Adapted from Boud et al's (1985) distinct stages of reflective practice and learning.
Our Model
This model has been adapted from Boud et al's (1985) four stages.
Summary
Boud's Framework.
Reflection on practice.
Acknowledgement of feelings.
Integrating both individual and social approaches.
What is reflective practice?
Amy Littlewood: 201105826
Chloe Nixon: 201105844
Deborah Ransley: 201105801
Bruce (2013) supports Boud''s framework that by reflecting on an experience you have the opportunity to acknowledge your feelings, disentangle them from practice and consider new approaches.
Finlay (2008) One problem with this framework is that it lends to confine reflection to a retrospective role; reflection-on-action rather than reflection-in-action.
Boud et al (1995) further identifies learning as a personal journey, highlighting the importance of emotions in the learning process.
A teacher's perception of a Professional Development Journal.
In placement:
Confidence being built up from positive feedback and interaction
Negatively impacted when criticised.
Schraw (1998) stresses the importance of sharing teacher knowledge about their cognition and the importance of seeing experts reflecting in what they are doing and how well it has been done.
Some teachers feel like they are unable to discuss aspects of practice honestly with colleagues as they feel it is ‘best not to comment as teachers may get offended’ and have difficulty accepting and giving constructive criticism.
"We learn through
critical reflection by putting
ourselves into the experience
and exploring personal and
theoretical knowledge to
understand it and view it in different ways."
Tate (2004)
Fook et al (2006)
"What is understood by
'reflective practice'
varies considerably."
Schon (1983)
"I define reflective practice as
'thoughtfully considering your
own experiences in applying
knowledge to practice".
Reid (1993)
"Reflection is a process of reviewing
an experience of practice in order to
describe,analyse,evaluate and so inform
learning about practice".
Katy Smith: 201105830
The Role of Reflective Practice in Teaching.
Entering the Profession - 52141.
2) Seeks to recognise the emotions and feelings present in the previous experience.
3) Re-evaluate the experience
4) Readiness for application and commitment to action.
1) Individual recalls previous experience.
The Four Stage Framework Developed by Boud...
Critical Reflection of the Literature
Boud and Walker (1998)
'Teachers need to be honest in confronting themselves, their processes and their outcomes'.
Parson's and Stevenson (2005) - A teacher working individually and in isolation from colleagues may experience erosion of the self confidence they have, effecting the quality of teaching within the classroom.
Newell (1996) stresses the importance of social support for reflection – to develop ideas, defend approaches and ‘consider the underlying reasons and principles’ for their beliefs.
Tate, S. & Sills, M. (eds) (2004). The Developent of Critical Reflection in the Health Professions. London. Higher Education Authority.
Bruce, L (2013). Reflective Practice for Social Workers. Berkshire: Open-University Press.
Bruce, L (2013). Reflective Practice for Social Workers. Berkshire: Open-University Press.
Finlay, L. (2008). Defining reflective practice. Reflecting on reflective practice. Berkshire: Open University Press.



Redmond, B. (2006). Reflection in action. Hampshire. Ashgate Publishing Limited.

Reflective Practice - Wikispaces. (2013). Reflective Practice - Keeping a Reflective Journal. [Online Video]. 08 June. Available from: http://reflectivepractice-cpd.wikispaces.com/Videos+1. [Accessed: 15 December 2013].
Parsons, M and Stephenson, M (2005) Developing reflective practice in student teachers: collaboration and critical partnerships, Teachers and Teaching: Theory and Practice, 11.
Bolton, G. (2010). Reflective Practice. 3rd ed. London. SAGE.
Bolton, G. (2010). Reflective Practice. 3rd ed. London. SAGE.
Bruce, L (2013). Reflective Practice for Social Workers. Berkshire: Open-University Press.
Parsons, M and Stephenson, M (2005) Developing reflective practice in student teachers: collaboration and critical partnerships, Teachers and Teaching: Theory and Practice, 11.


Halfer, J, 2011. Extraordinary Learning in the Workplace. 2nd ed. Connecticut: Springer.
Schon, D, A. (1987). Teaching artistry through Reflection-in-Action. In Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass Publications.
Boud, D., Keough, R & Walker, D. (1985). Reflection: Turning Exerience into Learning. London. Kogan Page.
Moon (1999)
Finlay, L. (2008). Defining reflective practice. Reflecting on reflective practice. Berkshire. Open University Press.
Moon (1999) provides
a broader definition of
reflection as a form of mental
processing with an anticipated
outcome.
Boyd and Fales (1983)
Finlay, L. (2008). Defining reflective practice. Reflecting on reflective practice. Berkshire. Open University Press.
Boyd & Fales (1983) defined
reflective thinking as the process
of creating and clarifying the
meaning of experience in terms
of self.
Schon's (1983) Theory
Can be categorised in two ways: ‘reflection in action’ and ‘reflection on action’.
Reflection in action -
on the spot monitoring and modification in teaching.
Reflection on action -
evaluation and strategic planning for improvement after the event.
Limitations:
He acts as an objective observer.
Only able to record observable behaviour in the problematic situations.
He does not take emotions into account.
Our Focus
Recognising the positive impact of teachers capturing thoughts and feelings whilst reflecting on practice.


We will be critically evaluating the effect of reflecting on teaching practice through acknowledging feelings.
We will present a variety of relevant literature and research findings that critically explore this suggestion and discuss reflection strategies that thought to improve the quality of teaching.
Schon (1987) states that reflection in action helps us as we complete a task. It is a process that allows us to reshape what we are working on, while we are working on it. It is an ongoing experimentation that allows us to find a viable solution.
Moon (1999) regards Schon’s pivotal concept of reflection-in-action as unachievable.
Ekebergh (2006) adds that it is not possible to distance oneself from the lived situation to reflect in the moment. To achieve real self-reflection, she asserts, one needs to step out of the situation and reflect retrospectively.
Taylor (2001) claims that reflection on practice allows the practitioner to stand back, gain a new perspective, make sense of our experiences, construct meanings and knowledge that guides action in practice.
Impact our quality of teaching:
Discuss our criticisms received with the colleague .
Discuss how we could improve our teaching and lessons in the future.
On Paired Placement we recognised the importance of receiving social support when reflecting.


Bolton (2010) favours Boud's exploration of personal feelings in the reflective process with the purpose of developing an informed sense of self. - one recognises and understands how personal emotions and beliefs can affect us and Bruce (2013) believes that it is this reflection that leads to more effective practice and more confident teachers.
Thank you for Listening.

Are there any Questions?
Dewey claims that that teachers have to reflect "on their own behalf and in their own way... nobody can see it for them".
Bolton (2010) states that we need to personally consider the potential thoughts, feelings and actions of ourselves in our reflection, rather than reflecting socially, to enable us to develop a wider outward perspective on our teaching.
Reference List
Bolton, G. (2010). Reflective Practice. 3rd ed. London. SAGE.
Boud, D., Keough, R & Walker, D. (1985). Reflection: Turning Exerience into Learning. London. Kogan Page.
Bruce, L (2013). Reflective Practice for Social Workers. Berkshire: Open University Press.
Finlay, L. (2008). Defining reflective practice. Reflecting on reflective practice. Berkshire. Open University Press.
Grayling. A. (2010). Becoming Reflective. University of Plymouth. Learn Higher.
Halfer, J, 2011. Extraordinary Learning in the Workplace. 2nd ed. Connecticut: Springer.
Parsons, M and Stephenson, M (2005) Developing reflective practice in student teachers: collaboration and critical partnerships, Teachers and Teaching: Theory and Practice, 11.
Redmond, B. (2006). Reflection in action. Hampshire. Ashgate Publishing Limited.
Reflective Practice - Wikispaces. (2013). Reflective Practice - Keeping a Reflective Journal. [Online Video]. 08 June. Available from: http://reflectivepractice-cpd.wikispaces.com/Videos+1. [Accessed: 15 December 2013].
Schon, D, A. (1987). Teaching artistry through Reflection-in-Action. In Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass Publications.
Tate, S. & Sills, M. (eds) (2004). The Developent of Critical Reflection in the Health Professions. London. Higher Education Authority.
Taylor. 2001. Learning Through Reflection. [ONLINE] Available at:http://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/CurriculumDevelopment/StudentProgressFilesPDP/PDPGeneralDocuments/Filetoupload,122149,en.doc. [Accessed 16 December 13].
Thompson, S and Thompson, N. (2008) The Critically Reflective Practitioner. New York. Palgrave Macmillan.
Thompson and Thompson (2008) "Reflection on action and Reflection in action should interconnect".
This allows teachers to be more critical
about their lessons as they are able
to reflect-in-action.
Thompson, S and Thompson, N. (2008) The Critically Reflective Practitioner. New York. Palgrave Macmillan.
Limitation:
Not to be either too biased or too critcial.
consider the lesson itself in addition to the underlying factors that could have affected outcomes.
Could forget what happened exactly within the lesson.
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