Teacher reflection

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