Reflective teacher an empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teaching learning processone who views learning as construction and teaching as a facilitating process to enhance and enrich development. The coach s legitimacy does not depend on his scholarly attainments or proficiency as a lecturer but on the artistry of his coaching practice. Uzat 1998 presents coaching as a realistic and systematic approach to ongoing teacher improvement through focused reflection on teaching methods. Reflection inaction thinking ahead, analysing, experiencing, critically responding in the moment. Reflective practice is an essential component of preservice teacher training programs. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity larrivee, 2000, p. Furthermore, coaching scientists have recently shown that the direct teaching of re. The notion of moral purpose expressed by fullan 2001, 2002, 2003 in our view relates to all seven areas of reflective practice, although the link is strongest in relation to an. Mentoring preservice teachers reflective practices towards. Schon s arguments for reflection inaction and reflection aboutaction as a form of researchand for research that would formulate the practices of master practitionersis consistent with an increasing body of research on teaching, which shulman has labeled the teacher cognition and decisionmaking paradigm of research on teaching. Ahmet kurnaz necmettin erbakan university, ahmet kelesoglu education faculty translated by dr. Discuss how a coach utilises reflective practise to enhance their coaching performance reflection is used to improve coaching performance through a. Schon 1993 suggested that reflective teaching practice is a continuous. Teachers beliefs that they affect students lives as well as the school motivate them intrinsically to.
Attempting to translate schon s model of coaching one not taken from teaching may not easily fit teaching. Mentoring preservice teachers reflective practices to produce teaching outcomes. A recent trend in second language teaching is a movement away from methods. According to schons seminal 1983 work on the reflective practitioner, reflection is the process that mediates experience. According to one definition it involves paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. Schons notion of reflective practice was a reaction against an instrumental notion of teaching where the teacher is a technician. It facilitates the linking of theory and practice and empowers trainees to seek reasons behind their practices and their beliefs. Boody 2008, hamilton 2005 and schon 1987 and will discuss reflective thinking based on the following characteristics. Toward a new design for teaching and learning in the by donald a. Reflective practice is the ability to reflect on ones actions so as to engage in a process of continuous learning.
Schon 1983, 1987 rephrased deweys model and included reflection inaction and reflection onaction, locating reflective thinking at a time i. How can you get started and develop your reflective practice. Reflection what the coach does the coach uses reflective questions to assist the coachee in analyzing the current situation, and then encourages the coachee to generate alternatives and actions for continually improving hisher knowledge and skills, thereby achieving the desired outcomes. Engagement in reflective practice, as first coined by author donald schon, is particularly critical to teachers. Schon 1983 suggests that the reflective teacher brings to his or her practice both.
This is because learning comes not only from the in the head reflection but from the process of representing the reflection itself. Promoting the reflective teacher through peer coaching to. Mentoring preservice teachers reflective practices. Reflection on the process of learning is believed to be an essential ingredient in the development of expert learners.
Schon 1987 defines reflective teaching as looking at what you do in the. Coaching and peer involvement are two aspects of reflective practice seen most often at the preservice level. Another approach to reflection is the work by schon. Reflecting on performance and acting on refection, as mckay 2008, f orthcoming. However, in todays blog, we are going to study donald schon s theory of reflective practice. The notion of reflective practice in teacher education, often used in association with. For example, recently anthony clarke 1995 argues that mentors of teachers do not always act in quite the modal ways schon describes. Reflective practice refers to the same concept as supervision but. Reflective practice can be beneficial to preservice and inservice teacher professional development. Reflective practice has been a good use of my time, commented a senior leader in an international aid charity. Educating the reflective practitioner, then, must emphasize learning by doing and coaching. What is donald schons theory of reflective practice.
The concept of reflective conversations appeared in schons original work in design education schon 1983 and its application to coaching places it as a process central to reflection, which. While containing an important original idea, the notion of reflection. It generally aims to enhance your professional knowledge and actions. Lack of voice and ownership in their professional learning practice often leaves teachers feeling isolated and alone. Improving the effectiveness of mathematics teaching through. What would it mean to educate teachers to teach reflectively and apply knowledge in action to teaching kids. These help novices to evolve as they witness their own teaching. Reflective practice allows you to adapt lessons to suit your classes.
Although less is known about the degree to which coaching can transform teacher practices within an entire system as well as the practice of individual. Schons reflective practice and design education for engineering. Reflective thinking and teaching reflective thinking prof. One approach is to work with a person trained in guiding reflective practice. Donald schon, the reflective practitioner, and the. Jul 28, 2006 this paper assesses the contribution of donald schons the reflective practitioner to thinking about professional knowledge and expertise. Donald schon has made an impactful contribution to our understanding of practices and theories of learning. Oznur atas akdemir the meaning of reflective thinking reflection is the concept on the basis of reflective thinking. Reflective practice is mainly concerned with selfdevelopment. This model is intended to have distinct practical utility, while being embedded in underlying theory. Nov 14, 2020 the concept of reflective conversations appeared in schons original work in design education schon 1983 and its application to coaching places it as a process central to reflection, which. Reflection what the coach does the coach uses reflective questions to assist the coachee in analyzing the current situation, and then encourages the coachee to generate alternatives and actions for continually improving hisher. Handouts of critical thinking and reflective practice edu406 lecture 1 the place of reflective practice in teaching the place of reflective practice in teaching reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works a process of selfobservation and selfevaluation. Eric ed449120 reflective practice and professional.
Basic books inc, new york schon d 1988 coaching reflective teaching. Maria can and should receive different feedback and coaching than frank. To us reflective teaching and leadership are both imbued with moral purpose, and with an active concern for the aims and consequences of classroom practice and beyond. Apr 01, 1994 routledge kegan and paul, london powell j 1989 the reflective practitioner in nursing. By employing reflective thinking skills to evaluate the results of ones own learning efforts, awareness of effective learning strategies can be increased and ways to use these strategies in other learning situations can be understood. Corollary to this, reflective teaching as an inquiryoriented approach to teacher education is considered an ambiguous term signifying a wide variety of meanings tom, 1985. It also refers to thinking on feet during the process of teaching schon, 1987. Reflective practice has been defined in terms of action research. The commonalities between these models are that they each encompass schons concept of reflection onaction. Lets consider the first example given by schon, this is the two boys playing with the blocks and trying to create the patterns based on the others instructions. Also, ongoing focus on test scores leave teachers feeling locked into a slot on a data sheet resulting in teachers believing they alone, are responsible for student success. Reflective teaching is effective for professional teacher development in that it encourages the teacher to look at ways of managing the classroom and children from differing perspectives, based on assessment data.
Schon 1996 defined reflective teaching as the concept of a reflective practice that involves thoughtfully considering ones own. Amanda paul 100264782 donald schon reflective presentation january 26, 2011 2 questions and considerations based on the article 1. Pdf the primary mission of constructivists, therefore, is to help students find their. In practice, reflective practice is often seen as the bedrock of professional identity. While schon s 1983 theory differs in the criteria that constitute the content of reflection, in that he does not consider teaching to be the imple mentation of scientific theory in the sense that dewey 1933 theorised, he, and others who are inspired by deweys work to support reflective teaching.
International journal of evidence based coaching and mentoring, 102, 5264. Connecticuts common core of teaching cct rubric for effective teaching 2016, can be used. Immediately after the event, once the child was safely in the ambulance and on the way to hospital, i felt slightly sick. In a 1993 study on how student teachers develop the skills necessary for reflective teaching. Reflection onaction thinking through subsequent to the situation, discussing, reflective journal. As teachers interact with the class, they exhibit what schon called. Schons notion of reflective practice was a reaction against an instrumental notion of teaching where the teacher is a technician implementing others knowledge in practice schon, 1983. This model of reflective coaching is similar to goldsberrys reflective supervision, garmstons collegial peer coaching, and schon s reflective coaching.
In the practicum, students are involved in experiences that. Earlier in the 20th century, john dewey was among the first to write. However, the concepts underlying reflective practice are much older. But in actual experiments teaching schon s ideas, some refinements have emerged. This is partly because these professions promote continuing professional development cpd, and reflective practice is a key component of cpd. Becoming a reflective teacher sage publications inc. Dec 26, 2020 reflection is a fundamental part of learning and teaching. Thuynsma 2001 discussed reflection in teaching as when. Reflection based on schon please see a completed example.
In the world of coaching and mentoring, this person is a coaching supervisor who has. Accomplished teachers are capable of learning from their own and others experiences through active reflection according to shulman. The authors interpretation of these findings was influenced by donald schons ideas about reflective practice and coaching. The role of reflective teaching in teacher education reflective practice is used at both the preservice and inservice levels of teaching. The coaching and self reflection tool for competency in teaching english learners connecticut state department of education 1. Schons 1983, 1987 work postulates reflection onaction critical analysis of a past teaching experience and reflection inaction, where critical analysis occurs in the present while teaching. Reflection is an important component of teacher development. The following figure gives examples of definitions from different fields. To accomplish this, schon proposes the reflective practicum in which dialogue among students and between coach and students is fostered in order to promote proficiency in reflection inaction. Reflective practice models university college dublin.
Gradually, however, experts in supervision, staff development, and teacher education have begun to recognize that teaching is a. An important characteristic of reflective practice rather than reflection is the fact that it is captured and expressed in some form usually written, spoken or pictorial on a systematic basis. In linking teaching and reflecting to learn more about how we teach and the impact it has on student learning, some practical models of reflective practice have been developed. These help novices to evolve as they witness their own teaching philosophies emerging. Mentoring preservice teachers reflective practices to. The use of reflective practice to support mentoring of equestrian. Reflection is defined by stenhouse 1975 p144 as a capacity for autonomous professional selfdevelopment through systematic selfstudy. Teacher training colleges and universities department of education in twin. Teacher educators can most effectively coach student teachers in reflective practice. Further, teachers are left to their own devices for implementing new district initiatives, resulting in.
Schon 1983, 1987, which is proposed to illuminate the relationship. Reflection based on scho n please see a completed example below. Teachers beliefs that they affect students lives as well as the school motivate them intrinsically to grow. The coaching and self reflection tool for competency in teaching english learners, aligned to.
In a reflective practicum, the role and status of a coach take precedence over those of a teacher as teaching is usually understood. Coaching and peer involvement are two aspects of reflective practices seen most often at the preservice level. Drawing from this research, coaching has been suggested as a strategy for improving teaching and learning across overall systems e. Reflective practice is digital education resource archive dera. At the inservice level, critical reflection upon experience and serving as a coach or mentor to peers are effective techniques for professional development. Ideas around reflective practice are commonly advocated in teaching and other professions, such as law, social care and medicine. A stimulus reflective practice for pd of st 66 introduction reflection inaction refers to active evaluation of thoughts, actions and practices during action.
The criticisms levelled at reflection by edwards 2014 and others may be viewed as harsh, but perhaps the chronology of reflection could be modified, with teacher, mentor and student reflecting in advance reflection beforeaction of the learning event and not merely during reflection inaction or following it reflection onaction. Donald schon an american philosopher presented the idea of reflective practices. Describe or try to image a classroom where students were taught by a teacher who applied knowledge in action, how would it look. Analysing mentoring practices to understand how a preservice. Schon speaks at lengths about the role of the coach. The impact of using reflective teaching approach on developing.
447 590 1310 1022 1140 1512 843 1462 1476 100 976 978 976 1006 655 205 1316 749 453 1272