Teacher development

REFLECTIVE THINKING

Wallace (1991) states that reflection on teaching practice is likely to

will lead teachers to understand the pragmatics of classroom instruction and this will promote teachers' self-reflective awareness of their assumptions about language teaching and the willingness to explore how their implicit theories coincide or do not coincide with their teaching .

Dewey´s process of reflection

Teacher´s reflection thinking

Boud (cited in ghaye and ghaye 1998 p.3) is essential to know our practice to learn to reflect on it and make use of our understanding and appreciation to make an improvement of our teaching.

for Richards (1996 pp30-31) the belief systems of teachers are derived from a number of different sources.

a. Your own experience as language students

b. Your experience of what works best

c. The established practice.

d. Personality factors.

e. Principles based on research or education based.

f. Principles derived from an approach or method.

According to Schon (1987 p.93), reflection implies the relation between the thought of an individual and the action between an individual teacher, his being or member of a society.

It proposes "reflection in action" as a series of steps in a decision-making process, in which action and reflection are combined.

1. The situation should reflect what you want to teach.

2. There must be an interest in the teacher for the solution of the problem.

3. The subject must be the exclusive work of the teacher and his experience.

4. The reflection should be about the solution to the teaching problem.

5. The teacher is in charge of giving the solution to the problem

6. Ideas must be approved through the practice of teaching.

7. Once approved, it must lead to a line of conduct.

8. Actions must transform comprehension and redefine practice in teaching.

9. The practice should lead to an action that generates change.

10. Reflective actions should generate a new understanding and changes for teaching.

Teacher´s innovation

Teachers see the PDP as an opportunity for their professional development, which helps them change their teaching practice, implement various actions and innovate in their teaching process.

Teachers identify professional development as a way to innovate, update their pedagogy and change their actions.

General conclusions

There were several factors that influenced teachers' attitudes toward reflective teaching in the PDP, this allowed them to know and question the need to reflect, thinking more about the changes they should make in their practice. It also allowed them to develop skills such as teamwork, the cominication of ideas, critical analysis and the evaluation of their actions.

In conclusion, several changes could be observed in the attitude toward reflection

Cruickshank (1981 p.94) defines it as the representation of teacher thinking put into development in the classroom in order to achieve goals or objectives.