REFLECTIVE TEACHING

REFLECTIVE TEACHING

1. Historical background

   • It is more than just improving practice and developing additional competence
   • It has its roots in the work of a number of educational theorists and practitioners
   • reflection-in-action relates thinking and doing

2. Reflective teaching as professional development

   • Reflective teaching is beneficial for both pre-service and in-service teachers
     • programs are becoming more devoted to developing reflective practices in their student teachers
     • experience previous to a “real job” prepares professionals for a better performance
     • These programs seek to help novice teachers become more aware of decision-making processes to help them
     • acquire the necessary skills and values needed to function adequately

3. Theory vs. practice

   • teachers must posses a rich background knowledge
   • theory does not guarantee a good performance
   • The key is definitely a balance between theory and practice
   • be able to answer students’ questions
   • prepare teachers for the possible situations
   • linking theory and practice through reflective inquiry brings flexibility in instructional settings

4. Reflective teaching in foreign language contexts

   • these judgmental practices can impact positively in understanding what is going on
   • teachers should be involved deeply in the process
   • teachers are more interested in completing the lesson plan they have organized (regardless its effectiveness)
   • teachers can identify an issue or question to bring before the group and with the help of other colleagues

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