20858642
Description
Mind Map by Alejandro HernandeZ, updated more than 1 year ago
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Created by Alejandro HernandeZ
over 6 years ago
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REFLECTIVE TEACHING AND ITS IMPACT
ON FOREIGN LANGUAGE TEACHING
Allen Quesada Pacheco
- Historical background
- Richardson (1990) has stated that John Dewey "a moral
individual would treat professional actions as
experimental and reflect upon the actions and their
consequences" This attitude involves stopping, slowing
down, noticing, examining, analyzing and inquiring about
aspects and complexities encountered in different
situations.
- Donald Schön extended Dewey’s
foundational aspects on reflection
- reflection-in-action
- Relates thinking and doing
- Relates thinking and doing
- reflection-on action
- “Teachers’ thoughtful considerations and
retrospective analysis of their performance in order
to gain knowledge from experience”
- “Teachers’ thoughtful considerations and
retrospective analysis of their performance in order
to gain knowledge from experience”
- reflection-in-action
- Donald Schön extended Dewey’s
foundational aspects on reflection
- Richardson (1990) has stated that John Dewey "a moral
individual would treat professional actions as
experimental and reflect upon the actions and their
consequences" This attitude involves stopping, slowing
down, noticing, examining, analyzing and inquiring about
aspects and complexities encountered in different
situations.
- Theory vs. practice
- The key to effective teaching is
definitely a balance between
theory and practice
- Theorists need to be exposed to have
first-hand experience in which to base or
apply their research. The lack of one
element makes the other one meaningles
- Reflective practice requires a commitment, a commitment towards
change, towards understanding, and most importantly, a
commitment towards continuous self-development. If practitioners
are willing to invest time, effort and resources in this type of
training, reflective practice can indeed be an effective means for
professional growth.
- Reflective practice requires a commitment, a commitment towards
change, towards understanding, and most importantly, a
commitment towards continuous self-development. If practitioners
are willing to invest time, effort and resources in this type of
training, reflective practice can indeed be an effective means for
professional growth.
- Theorists need to be exposed to have
first-hand experience in which to base or
apply their research. The lack of one
element makes the other one meaningles
- The key to effective teaching is
definitely a balance between
theory and practice
- Reflective teaching as professional development
- As typically the final portion of the
prospective teacher’s professional
preparation, it is expected to provide
sufficient ‘real life’ experience to allow
students to explore teaching methods and
styles, connect ‘theory’
- For Wallace (1991) a teacher education
course should include two kinds of
knowledge for it to be professionally
structured:
- Received knowledge
- Experiential knowledge
- Received knowledge
- As typically the final portion of the
prospective teacher’s professional
preparation, it is expected to provide
sufficient ‘real life’ experience to allow
students to explore teaching methods and
styles, connect ‘theory’
- Reflective teaching in foreign
language contexts
- An unquestionable premise involving reflective teaching is that it
facilitates meaningful thought and discussion among peers (teaching
faculty) about teaching and learning that will inspire appropriate
change in curriculum and pedagogy.
- “for teachers of students of diverse ethnic backgrounds,
becoming a reflective teacher offers a very real challenge”
- Language teachers in general need to know about linguistics, education,
psychology, and any other field that may affect the teaching/learning
process. Being theoretically illustrated will bridge the gap towards
appropriate and efficient ESL/EFL instruction.
- Suggested procedures for reflective
teaching in EFL contexts
- Collaborative involvement in action research
- Kemmis and McTaggart (1982) have listed
a number of benefits of action research:
- Thinking systematically about what happens in the classroom
- Implementing action where improvements are thought to be possible
- Monitoring and evaluating the effects of the action with a view to continuing the
improvement
- Monitoring complex situations critically and practically
- Implementing flexible approach to classroom
improvement through action and reflection
- Researching the real, complex and often
confusing circumstances and
constraints Recognizing and
translating evolving ideas into action
(cited in Burns, 1999, p. 16-17)
- Thinking systematically about what happens in the classroom
- Collaborative involvement in action research
- Suggested procedures for reflective
teaching in EFL contexts
- Language teachers in general need to know about linguistics, education,
psychology, and any other field that may affect the teaching/learning
process. Being theoretically illustrated will bridge the gap towards
appropriate and efficient ESL/EFL instruction.
- “for teachers of students of diverse ethnic backgrounds,
becoming a reflective teacher offers a very real challenge”
- An unquestionable premise involving reflective teaching is that it
facilitates meaningful thought and discussion among peers (teaching
faculty) about teaching and learning that will inspire appropriate
change in curriculum and pedagogy.
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