Reflective Practice – Part 2

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Reflective Practice – Part 2 : 

Reflective Practice – Part 2 Research: Beyond the pages of Dewey and Schon

Smyth (1989) : 

Smyth (1989) Empowerment through reflection Four forms of action Describe – What do I do? Inform – What does this mean? Confront – How did I come to be like this? Reconstruct – How might I do things differently?

Cruickshank (1985) : 

Cruickshank (1985) Reflective Teaching – experiential education Goal – help participants evaluate their own teaching behaviors in order to become more effective teachers Used in various contexts –( ie preservice education, inservice training, graduate education, research as teaching, selection and retention of preservice teachers) Description Teach specifically designed lessons to small group of peers Determine extent to which learners learn Reflect on teaching/learning experience Benefits

Killen (1989) : 

Killen (1989) Responded to criticism in relation to Content-free lessons Technocratic rationality Artificial nature Contends that Cruickshank’s approach Growing support Advantages over other peer teaching experiences

Darling-Hammond & McLaughlin (1995) : 

Darling-Hammond & McLaughlin (1995) Professional development to fosters teacher reflection has a number of characteristics: Engage teachers in concrete tasks including reflection on the processes of learning and development Must be grounded in inquiry, reflection, and experimentation Must be collaborative Must be connected to teachers work in classrooms and students Must involve other areas of school change

Sparks-Langer & Colton (1991) : 

Sparks-Langer & Colton (1991) Three elements important to reflective thinking The cognitive element of thinking The critical element of thinking Narratives: the third element of reflection Highlights of research indicate practices Video based reflection can help foster cognitive reflection Examination of cases can foster critical reflection Teachers need to create narratives to develop context-based meaning Teachers need to interpret, give meaning to, and make decisions about their own experiences.

Moving on… : 

Moving on… Where is the field of reflective practice in teacher preparation?

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