By Thomas S. C. Farrell (auth.)
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Extra info for Reflective Practice in ESL Teacher Development Groups: From Practices to Principles
Example text
That is, what time frame is most suitable for reflective practice? 3. Is reflection problem-centered, finding solutions to real classroom problems, or not? ; group discussion and journal writing are widely used as a tool for reflection but they are not problem-solving. 4. How critical does one get when reflecting? This refers to whether the one reflecting takes into account the wider political, cultural, and historic beliefs and values in finding solutions to problems. ” ● ● ● ● Reflection is not generally associated with working as a teacher; reflection is seen as a more academic exercise.
Reflective practice is also dialogue-based rather than teachers reflecting in isolation. This assumption is very important to the contents of this book as reflective practice was carried out by the three teachers are a group rather that three individual teachers self-reflecting in isolation. ” 4. Reflective practice in teaching is manifested as a stance toward inquiry; an attitude toward understanding classroom and teaching life. Reflective practitioners see classrooms as centers of inquiry where not only students learn but also teachers learn.
In stage three, teachers start to invent and experiment with their teaching techniques. In stage four, the professional teaching stage, teachers develop problem-solving skills and in turn may be able to help other teachers to be creative. Reflective questions ● ● ● ● Why would pre-service teachers pass through different phases than in-service teachers? Which of the models above do you support and why? Did and do you go through different phases smoothly or do you think you go through more than one phase at the same time?