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Teacher reflection
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Teacher Reflection
The work of Donald Schön
Reflective practitioner model
Two kinds of knowledge
Received knowledge
Experiential knowledge
From training or courses
From experience in class
Two kinds of decisions
Knowing-in-action
Turning through back on action
In-class decisions
Post-class decisions
Think about their teaching
Teacher becomes researcher
Builds new theory
Learns from experience
Develops personal and professionally
Components of reflective teaching
Beneficial on pre-service courses
Wallace describes the process:
As reflective cycle is repeated, competence is achieved
Future teachers have existing concepts
Acquire received and experiential knowledge
Two kinds of knowledge are linked in practice
Is not a linear process
Wanjryb summarises:
The model is an asset
Teacher learns through thinking new ideas
Teachers are the initiators of their own development
Develops teacher autonomy
Limitations of the paradigm
Time factors
Opportunities to peer discussion
Awareness of project types and implementation procedures
Entrepreneurial and technicist views of language teaching
Lack of institutional support
Broad teaching context
Teachers' beliefs
Each teacher is different
Different reactions in classroom
Teachers have a limited "conceptual schemata"
Even novice teachers have these schemata
Schemata are developed by being taught and by watching
De Vicente states 3 stages of teachers' beliefs
Cognitive stage
Critical stage
Interpretative stage
Wittrock's paradigm
Pre-action beliefs
Interactive beliefs
Post-action beliefs
While planning
While implementing
After teaching
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- Flowchart on Teacher reflection, created by James Wilhelm Raynor on 21/02/2022.
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- James Wilhelm Raynor
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