Theories of Reflection in Teaching

Theories of Reflection in TeachingUnderstand the application of theories and models of radiateion and evaluation to reviewing profess practice.Analyse theories and models of reflexion and evaluation.Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. (use SWOT analysis if possible)IntroductionReflecting allows the instructor to mentally process, analyse and utilise an experiential companionship in changing and replicating an outcome. The use of reflection allows the tutor to progress in their tuition. David Berliner (1992) indicates that the tutor advances in phases waiver from novice to expertDonald Schon in his book The Reflective Practice (1983) introduced reflective practice in which he used John Dewys learning through fancy nonion, based on other theories of learning and development like Jean Pia desex, Kurt Lewin, William James and Carl Jung. Reflection according to Donald Schon is the talent of professional s to think what they atomic number 18 doing while they be doing it. He states that managing the indeterminate z bingles of professional practice requires the ability to think on the run and use previous survive to new conditions. This is important and needs the ability to reflect-in-action. As a teacher, I try to be student-centred, understanding, evidence-based and economical all at the same time. Schon also gives insight into how the reflective professional is formed. He describes the principal(prenominal) ideas asReflective Practicum A practicum is a setting created for the task of learning a practice D. Schon (1983). This links to learners learning by doing, with the tutors assistance. The practicum is reflective in two reasons its intention of helping learners becoming proficient in a type of reflection-in-action, and when it functions properly, it entails a tutor learner dialogue of teacher taking the form of joint reflection-in-action. (Argyris and Schon 1978)Tacit kno wledge arises from Michael Polanyis work where he describes the ability of picking out a familiar face in a crowd, without any thought, or a systematic features analysis. We can non tell how this is d 1 hence the knowledge is unspoken or tacitKnowing-in-action is also Schions idea which stems from the tacit knowledge concept. It is a type of knowledge that can be revealed in the manner we perform our duties and tackle problems. The knowing is in the action. It is shown by the skilful execution of the performance we are notably not able to make it verbally explicit. This tacit knowledge is obtained from investigations and also from the practitioners own reflections and experience.Reflection-in-action occurs whilst a problem is being addressed, in what Schon termed the action-present. It is a response to a confusion such that the expected outcome is out of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our ass umptions (since knowing-in-action is the tush of assumption). It is about mentation again, in a new way, about an already encountered issue.Reflection-on-action is reflection after the event. Carefully carried out and recorded, willing suspension of disbelief. This phrase was made use of by Samuel Taylor Coleridge for describing the method of committing into an experience without judgement, in order to learn from it. Schon applies the term in association with the concept of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only come from experience D. Schon (1983). Hence there is a need for the experience to occur.Operative attention relates to the eagerness to use new information. This concept is partly obtained from Wittgensteins guinea pigion that the meaning of an operation can only be learned through its performance. It prepares the student for feedback on that employment and builds understanding.The Ladder of reflect ionArgyris and Schon describe a vertical dimension of analysis which occurs in the dialogue between student and tutor. In order to climb the flow you must reflect on an activity. In order to move down the ladder you move from reflection to experimentation. This being a ladder, you can also reflect on the process of reflection.From my point of view, this process assists to substitute stuck situations. Moving up or down the ladder is not essential as long as it assists tutor and learners in achieving together convergence of meaning.KolbKolbs theory and model relies on the idea that the tutor and learner learn by experience and then modify collected information into knowledge. Kolb was encouraged by both Dewy and Piaget in the 1970s as were many other theories.Concrete Experience (doing/having an experience) is the doing part which arises from the content and process of the classroom tuition together with other teaching duties and practices. Concrete experience also arises from ones own experience of being a learner.Reflective expression (reviewing/reflecting on the experience) associates with analysis and judgements of events and the discussion about the learning and teaching between tutor, mentor and colleagues. Tutors reflect on their teaching experiences specifically when they are not see and have seen a lesson that did not progress well. This may be called common-sense reflection. It is essential to express our reflections in some systematic way in order not to forget thoughts and develop on that experience for further reference. This might be carried out through self-reflections or evaluations after the event through keeping a log or journal. It might also include learner feedback and peer observation of teaching.Reflection in itself is not enough for promoting learning and professional development. Unless acted upon, reflection on its own without an action equals no development.Abstract Conceptualisation (concluding/learning from the experience) In ord er to plan what could be done differently next time, one must be informed by instructional theory and advancement, for example, through CPD. Reflection is therefore a middle ground that brings together theories and analysis of previous(prenominal) experiences. It allows a conclusion referring to practice.Active Experimentation (planning/trying out what you have learned) The conclusions formed at the Abstract Conceptualisation phase then create the basis for planned changes Active Experimentation. Active Experimentation then begins the cycle again To implement change in teaching practice, one generates further concrete experience which in turn creates reflection and review to form conclusions referent to the effectiveness of those changes.StrengthsWeaknessesSkills Organization, interpersonal communication, problem solving, multitasking, and creative abilities. nurture Postgraduate degree, Diploma in Education Training (in view)Experience One year teaching experienceNetworking Ha ve kept contact with teaching colleaguesCharacter traits Determined, hardworking, motivated, enduring, loyal, trustworthy, thrifty, and resourceful.Gaps in experience One year teaching experience which might not be enough for senior roles in the education sector. Not yet achieved a Qualified Teacher statusGaps in networking Need to know a wide range of key players in the education sector.OpportunitiesThreatsTechnology Online marketing, YouTube, mass communicationLegislation Government favours education sectorEconomy May be buoyant for career growth.Demographics of state Large population, city, lots of job opportunities.Geographical Schools and FE colleges are in the area.Sectors a lot growth in high-tech and hospitality sectors.Legislation Government regulations restrict some education institution practices in pending privacy laws.Social value Some people may discriminate against being a democrat in a republican state.Economy Current situations are terrible, unemployment is sky h igh.Demographics of Population because I live in a crowded area there is more competition.Geographical May have to move out of state to get a job.In analysing Kolbs theory model, I observed that it hugely depends on trying and re-trying of the complete instead of the step-by-step approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the complete inefficiency that could become enormous making smaller detail to be overlooked. The impact of the above-mentioned theories, models and principles amongst others is obvious in the reflective tutor and in my own practice, reflection is an importance aspect of my practice and Schons Ladder of reflection is an easy means of quantifying and analysing the advances and shortcomings of my practice, paving way for sound judgment and re-assessment of small aspects of teaching to be analysed and modified without changing the main part of the content and delivery.ReferencesArgyris, C., Schon, D. (1978) Organisational learning A theory of action perspective. Reading, Mass Addison Wesley.Berliner, D. (Ed.). (1992). Exemplary performances Studies of expertise in teaching.Reston, VA The National Art Education Association.Dewy, J. (19930 How we think. A restatement of the relation of reflective thinking to the educative process. (revised edition), Boston D. C. Heath.Kolb, D. A. (1984) Experiential Learning experience as a source of learning and development, New Jersey Prentice Hall.Schn, D. (1983). The Reflective Practitioner How professionals think in action. LondonTemple SmithSchon, D. (1991) The Reflective Practitioner How Professionals commend in Action, London Avebury