What are the process of reflective teaching?
Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes.
What are the three major levels of reflective practice?
According to this model, reflections can be organized into three levels: technical, practical, and critical.
What does Dewey say about reflective practice?
Dewey (1910, p. 6) wrote that reflective practice refers to ‘the active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it’.
What is reflective discussion method of teaching?
Reflective discussions encourage students to think and talk about what they have observed, heard or read. The teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret films, experiences, read or recorded stories, or illustrations.
What are the processes of reflection?
The process of reflection is a cycle which needs to be repeated. Effective reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress.
What is the process of reflection?
The process of reflection is a cycle which needs to be repeated. Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress. Reflection is a basic part of teaching and learning.
What are the characteristics of a reflective teacher?
Some characteristics of a reflective teacher include the ability to self-analyze, identify their own strengths, weaknesses, objectives and threats, as well as good time-management skills, organisation, patience, self-acceptance, and the well for, and implementation of, self-improvement of self and teaching practices.
When was reflective teaching by Andrew Pollard published?
Andrew Pollard, Janet Collins. A&C Black, Mar 4, 2005 – Education – 503 pages. 2 Reviews. This is the definitive textbook on: 1) Reflectivity in teaching practice and 2) Teaching Since its first publication in 1997 this book has achieved an unrivalled status within institutions teaching education.
How does reflective teaching practice improve teacher performance?
Reflective teaching practice helps teachers to plan, implement and improve their performance by rethinking about their strengths and weaknesses. An experimental study within an action research was conducted by the researchers.
Are there any reflective teaching practices in Pakistan?
A study by Azeem (2011)in Pakistan, reported that in most of the teacher education institutions,novice teachers were not properly trained about their first classroomexperience. Most of the teachers were unaware of reflective teaching practices and they did not know how to reflect on their methodology before during and after conducting a lesson.
Why do pre-service teachers need to do reflection?
The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations.