Task 2 Concept map

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Self Reflection

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Teachers’ Attitudes towards Reflective Teaching

Teachers` innovation

Participate in a PDP to:

familiarize yourself with reflective teaching

develop a sense of awareness about their actions

acquire practical knowledge and skills

as an opportunity for their professional development

Teachers’ reflective thinking

Teresa: I’m concerned about my students. I usually worry about my teaching but I’m also concerned about being a good person as well. Here you have to work a lot on respect and tolerance.

Maria: I’m a good teacher. I’m the type of teacher that worries about doing my things well, I would like to know more to improve but... we don’t have many opportunities to do so; therefore, I have to do it on my own.

Dewey process of reflection

Teacher

On their reflective actions causes new understanding and changes in teaching.

With its demonstrated practice leads to a type of action that results a change.

With its reflective actions can transform a new understanding and redefined practice in teaching.

Once tested their ideas through practice, should lead to some course of action.

Test your ideas through the practice of teaching.

Has responsibility for the identified issue and its solution rests on it.

Seeks the resolution of the problem based on the teaching situation in which it is.

Has property on the subject, derived from his own practice.

Shows interest in the problem to be solved

Reflects on the social context where teaching

What is reflective teaching?

According Cruickshank (1981) defines RT as the teacher’s thinking about what happens in classroom lessons, and thinking about alternative means of achieving goals or aims. According to this definition, reflective teaching is “an opportunity to consider the teaching event thoughtfully, analytically and objectively. The purpose of RT is to engender good thought habits”.

According Schön (1987) reflection involves the relationship between an individual’s thought and action, and the relationship between an individual teacher and his or membership in a society. The first relationship involves the subjective perceptions in teachers’ heads, whereas the second explores consciously the relationship between individual teaching actions and purposes of education in society.