Reflection in Techer

Education
 Reflection is a vital tool for navigating life
in today’s classroom.
To what extent do you agree or disagree with the statement.
Why?
What is Reflective Practice?
Reflective practice is ‘learning through and from experience
towards gaining new insights of self and practice’ (Finlay, L.
2008).
 Defining Reflective Practice
• How would you define reflective practice?
Why you think teachers need to be
reflective practitioners?
Read the following text
Fill out the chart

Reflective Teachers Non-Reflective Teachers

Key Elements of Reflective Practice

• A deliberate pause, a purposeful slowing down, to allow for higher-level thinking

processes.
• An open-minded stance, recognizing there are many ways to view a particular
circumstance, situation, or event.
• A receptiveness to changing viewpoint and letting go of needing to be right
• A mindful state, being conscious of both thought and action
• An acknowledgment that doubt, perplexity, and tentativeness are part of the
process.
Ten Attributes of a Reflective Practitioner
1. Reflects on and learns from experience
2. Engages in ongoing inquiry
3. Solicits feedback
4. Remains open to alternative perspectives
5. Assumes responsibility for own learning
6. Takes action to align with new knowledge and understandings
7. Observes self in the process of thinking
8. Is committed to continuous improvement in practice
9. Strives to align behaviors with values and beliefs
10. Seeks to discover what is true
Three Essential Attitudes of Reflective
Practitioners

1. Open-mindedness

2. Responsibility

3. Wholeheartedness
Three Essential Practices for Becoming a
Reflective Practitioner

1. Self-Reflection

2. Ongoing inquiry

3. Perpetual problem-solving
Benefits of Reflective Practice
• It helps develop confident teachers
• It encourages innovation
• It encourages engagement
• It benefits all stakeholders (teachers, students, parents,
institution)
Levels of Reflection
1. Surface Reflection
2. Pedagogical Reflection
3. Critical Reflection
4. Self-Reflection
Continuous Professional Development (CPD)
• Is a term used to describe the learning activities professionals
engage in to develop and enhance their abilities.
• It is the commitment of professionals towards the enhancement of
personal skills and proficiency throughout their careers.
• It seeks to ensure that qualifications do not become out-dated or
obsolete; allowing individuals to continually ‘up skill’ or ‘re-skill’
regardless of occupation, age or educational level.
Continuous Professional Development (CPD)
• Is a planned, continuous and lifelong process whereby teachers try
to develop their personal and professional qualities, and to improve
their knowledge, skills and practice, leading to their empowerment
and improvement and the development of their organization and
their pupils.

https://www.britishcouncil.in/teach/continuing-professional-development
Active Learning (Structured Learning)
• Involves interactive participation
• Is commonly proactive

Examples:
Attending training courses
Workshops
Seminars
Conferences
E-learning course or other academic events.
Passive Learning (Reflective learning)
• Involves no participant-based interaction
• Is much more passive and unidirectional

Examples:
Reading relevant news articles and books (podcasts & case
studies).
Participating in informal meetings with the intention of
exchanging and sharing with colleagues.
Self-directed Learning (Unstructured Learning)
• It involves all unsupervised professional development
activities

Examples:
Reading of documents, articles and publications (in print or
online).
Reading relevant publications, books by leading experts (journals,
magazines)
 Taking responsibility for professional development

https://www.teachingenglish.org.uk/professional-development/teachers/taking-responsibility