Critical reflection and developing practice module

Summary Report

Rana Osama Sadek Hamed Rabie

R2211D15405004

11/04/2023
Table of content :

1 Introduction
3 Aims and objectives
4 Methodology
5 Finding of the literatures review
6 Conclusions and implications
11 References list
Introduction

In the context of rapidly changing classroom environments, it is crucial that teachers be able to
make appropriate decisions. Those teachers who reflect on their practice, particularly while
they are teaching (what Schon terms reflection-in-action), are best able to do so. It is the intent
of this article to investigate the role of teacher reflection in professional practice

There are, however, certain barriers to reflection related to the personal characteristics of the
teacher and to faults in the structure of school systems. Of greatest concern is whether
reflective practices result in better teaching and improved educational outcomes. This issue
has not yet been resolved and further research is necessary

john dewey was one of the first people who wrote about reflective practice
he quoted” the active, persistent and careful consideration of any belief or supposed form of
knowledge in the lights of the ground that supports it”
Reflective practive is an opportunity to learn from experience how valuable it can be in your
current role and career moving forward

Reflective practice can be described as the ability to reflect on ones actions so that to engage in
a process of continuous learning.

Schon :
More recently, in parallel with increasing acceptance of reflective practice as an organising
framework for professional preparation, there has been a questioning of Schön’s views on
reflective practice. Greenwood (1993) argues that he neglects the importance of reflection
before action and Eraut (1995) suggests that there is little evidence of reflection-in-action in the
crowded setting of classrooms. The unreflexive nature of Schön’s accounts of his ideas is a
concern of Usher, Bryant and Johnston (1997) who also raise doubts about his methodology as
it applies to practice and draw attention to its insufficiently contextualised nature.

During my studies, I noticed a very interesting article about using reflective practice wrong:
Reflection without learning. While reflection is important, not all planned reflective processes
lead to learning . Inadequate, inappropriate, or badly used reflective activities can become an
obstacle. Just leaving time for reflection does not mean that the time will be used in a
productive way. In many cases students may be able to use such time as an opportunity to take
breath in a crowded curriculum, but they may not be able to use it to reflect or learn in ways
which are meaningful to them
 References:

Anon (2021). A brief history of reflective practice. [Online]. 15 January 2021. YouTube.
Available at: https://www.youtube.com/watch?v=W_r1EVzecNI. [Accessed: 25 March
2023].

Anon (n.d.). Teachers' educational design as a process of - JSTOR. [Online]. Available at:
https://www.jstor.org/stable/41238080. [Accessed: 25 March 2023].

Jaeger, E.L. (2012). Teacher reflection: Supports, barriers, and results. [Online]. 30 November
2012. Issues in Teacher Education. Available at: https://eric.ed.gov/?id=EJ1014037.
[Accessed: 25 March 2023].

Dewey, J., 1986, September. Experience and education. In The educational forum (Vol. 50, No. 3, pp.
241-252). Taylor & Francis Group.

Draft : book : developing reflective practice