Becoming A Reflective English Teacher
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At age 23, I taught my first class. I never questioned the value of the essays I assigned or the lectures I gave on commas and semicolons.
I did not listen to the endless complaints about my grading or my inability to justify comments. In , after running a literary arts not-for-profit and studying in a year-long intensive MSEd program at Northwestern University, I returned to the classroom and began teaching English at Abington Friends School. What I had learned in those years was that I was not asking myself the tough and difficult questions about my own teaching practice. I was not reflecting on my actions, assuming that what I wanted was right, and what the students wanted was misguided.
Teaching English at Abington Friends School has taught me to be a reflective practitioner. In my classroom, I must constantly and consistently be reflecting on my practice, asking myself the difficult questions about the value of my lessons, the methods in which I present these lessons, and how well the students are learning. How can I help this person? Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggest that teaching how to reflect requires teacher educators to possess and deploy specific competences.
Many writers advocate for teacher educators themselves to act as models of reflective practice. Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurs that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher education with "a muddled and negative view of what reflection is and how it might contribute to their professional learning".
Reflective practice is viewed as an important strategy for health professionals who embrace lifelong learning.
Due to the ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise. Due to this complex and continually changing environment, healthcare professionals could benefit from a program of reflective practice. Adrienne Price explained that there are several reasons why a healthcare practitioner would engage in reflective practice: to further understand one's motives, perceptions, attitudes, values, and feelings associated with client care; to provide a fresh outlook to practice situations and to challenge existing thoughts, feelings, and actions; and to explore how the practice situation may be approached differently.
The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals, as well as a way of developing more effective healthcare teams. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education across a variety of health professions.
They noted that the evidence to support curricular interventions and innovations promoting reflective practice remains largely theoretical. Samantha Davies identified benefits as well as limitations to reflective practice: .
The use of reflective practice in environmental management , combined with system monitoring , is often called adaptive management. However, the authors noted the challenges with melding the "circularity" of reflective practice theory with the "doing" of sustainability. Reflective practice provides a development opportunity for those in leadership positions.
Managing a team of people requires a delicate balance between people skills and technical expertise, and success in this type of role does not come easily. Reflective practice provides leaders with an opportunity to critically review what has been successful in the past and where improvement can be made.
Reflective learning organizations have invested in coaching programs for their emerging and established leaders. Adults have acquired a body of experience throughout their life, as well as habits of mind that define their world. The goal is for leaders to maximize their professional potential, and in order to do this, there must be a process of critical reflection on current assumptions. Reflective practice can help any individual to develop personally, and is useful for professions other than those discussed above. It allows professionals to continually update their skills and knowledge and consider new ways to interact with their colleagues.
David Somerville and June Keeling suggested eight simple ways that professionals can practice more reflectively: . From Wikipedia, the free encyclopedia. Ability to reflect on one's actions so as to engage in a process of continuous learning. This article possibly contains original research.
Reflective practice - Wikipedia
Please improve it by verifying the claims made and adding inline citations. Statements consisting only of original research should be removed. December Learn how and when to remove this template message. This section has an unclear citation style. The references used may be made clearer with a different or consistent style of citation and footnoting.
January Learn how and when to remove this template message. The reflective practitioner: how professionals think in action. New York: Basic Books. Reflective practice: writing and professional development 3rd ed. Los Angeles: Sage Publications. John January Journal of Teacher Education.
January Review of Research in Education. Accident and Emergency Nursing. Physical Therapy in Sport. How we think: a restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin.
Academy of Management Learning and Education. Educational Action Research. Reflective Practice: International and Multidisciplinary Perspectives. Reflection, turning experience into learning. Interactive Learning Environments. Reach, touch, and teach: student concerns and process education. New York: McGraw-Hill. Critical reflection for nursing and the helping professions: a user's guide. In Cooper, Cary L. Theories of group processes. Wiley series on individuals, groups, and organizations.
London; New York: Wiley. The encyclopedia of informal education. Retrieved 29 November Organizational learning: a theory of action perspective. Addison-Wesley OD series. Reading, MA: Addison-Wesley.
Abington Friends School
Philosophy of Education Archive. The world of training to teach is changing, with moves to make teaching an M level profession. This change places new academic and critical demands on those undertaking PGCE courses, as well as the practical demands of working in the classroom. The Standards for training to teach have changed to encompass a model and a level of reflective practice that is new, and students on teacher training programmes are now required to demonstrate engagement with their subject and its pedagogy in a sustained and critical way at Masters level.