Reflection
Reflection
To concentrate on
understanding how
and why we
experience things
the way we do.
Reflection is a key
aspect of our
professional work
and development.
It should be central
to our teaching.
We need to re examine
our existing beliefs,
approaches and
experiences.
Our prior beliefs and perceptions
act as a filter
New ideas line the filter but do not
necessarily get through.
This
?
boundary structure allows
us to avoid
!
&
anxiety, it blocks
action
and allows
!
for self deception.
*!*
?
From the typical image of a teacher, do you fit
comfortably? Are you influenced by:
TV,
newspapers,
Media
Culture (social
values
manners,
discussion)
Traditional
images of
teachers
Image of a
Teacher is often
preconceived
Famil
y
Friends
Teachers we
work with or
observe
What happens if your views are not the same?
If our teaching style or expectations do not fit
the preconceived images, then we may choose not
to reflect on practice constructively and critically.
Experience is not all
• Not sufficient simply to have
‘an/the’ experience.
• Opting out of reflection may
mean opting out of learning.
• Important to retain the
thoughts and feelings as they
emerge.
• Reflections give rise to
generalised understandings.
• In turn potential for tackling
new situations.
At any time……?
• Writing our reflections
down creates
opportunities.
• We can pause to consider
further our practices.
• Relate our reflections on
practice to theories.
• Relate our practices and
reflections, therein, to
those of others.
Its purpose
• To consider our own
learning-metacognition
(thinking about thinking!)
• Have space to critically
review materials e.g. our
own written work, that of
others; ditto behaviours.
• To relate and build theories
in the context of the real
world of practice.
• To develop ourselves
professionally and
personally.
Reflective activity
Ritualistic reflection – conforming to standards, formal
evaluations
Pseudo reflection – considering important issues though
not leading to development or change
Authentic
Constructive } reflection – actively seeks to
Productive
problematise situations and
to challenge existing views,
perspectives and beliefs,
promoting or to leading to
development or change
in terms of work related
understanding or outlook
Forms of reflection
discussion
peers
observation
feedback
Reflection on action
(thinking after the event)
Reflection in action
(thinking as you go)
All to give us different perspectives of what is going
on in the classroom.
Reflection need not be limited to the release of
emotional energy (one’s feelings, thoughts, and
emotions), the sharing of feelings or attempts to
“feel good” …
Rather, reflection is decidedly educational. It is
simply an opportunity through which one can
learn from experience. … It furthers learning
and inspires provocative thought and action.
Reed, J. and Koliba, C
www.uvm.edu/~dewey/reflection_manual/under
standing.html
Reflective practice allows
us to:
• Study our own decision
making
• Be constructively critical of our relationship with
colleagues
• Analyse hesitations and skill and knowledge
gaps
• Face problematic and painful episodes
• Identify learning needs