A Study of Teachers’ Reflections on their Teaching
DOI:
https://doi.org/10.68490/ber.2023.3.560Keywords:
Experiences, instructional strategies, professional growth, reflective practicesAbstract
Reflection plays an important role in the professional development of teachers. This study is analyzing the role of reflective practices in teaching practicum teachers. Reflection helps in learning from experience and taking corrective actions to change behavior positively. Objectives of this study include; the effect of reflective practices on the professional development of prospective teachers and exploring the effect of reflection on pedagogical strategies and instructional techniques of students. To explore teacher’s perceptions and experiences qualitative research design is used. Interview schedules helped in analyzing the narratives of teachers. The findings show that teachers were ecstatic about using reflection to enhance their teaching practices and encourage students’ learning but due to time shortages and extended curriculum in schools, they were confined and bound.
References
Arslan, Y. F. (2019). The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study. TESOL Journal, 10(2), 1– 13. https://doi.org/10.1002/tesj.409
Bawaneh, A. K., & Moumene, A. B. H. (2020). Flipping the classroom to optimizing undergraduate students' motivation and understanding of medical Physics concepts. EURASIA Journal of Mathematics, Science and Technology Education, 16(11). https://doi.org/10.29333/ejmste/8561
Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
Collin, S., & Karsenti, T. (2011). The collective dimension of reflective practice: How and why? Reflective Practice, 12(4), 569-581. https://doi.org/10.1080/14623943.2011.590346
Farrell, T. (2016). TESOL, A profession that eats its young: The importance of reflective practice in language teacher education. Iranian Journal of Language Teaching Research, 4(3), 97–107. https://files.eric.ed.gov/fulltext/EJ1127348.pdf
Farrell, T. S. (2018). Reflective practice for language teachers. The TESOL Encyclopedia of English Language Teaching, 1-6. https://doi.org/10.1002/9781118784235.eelt0873
Fathi, J., & Behzadpour, F. (2011). Beyond method: The rise of reflective teaching. International Journal of English Linguistics, 1(2), 241. https://doi.org/10.5539/ijel.v1n2p241
Filippello, P., Buzzai, C., Costa, S., Orecchio, S., & Sorrenti, L. (2020). Teaching style and Academic achievement: The mediating ole of learned helplessness and mastery orientation. Psychology in the Schools, 57(1), 5-16.
Gheith, E., &Aljaberi, N. (2018). Reflective teaching practices in teachers and their attitudes toward professional self-development. International Journal of Progressive Education, 14(3), 160-179. https://doi.org/10.1002/pits.22315
Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action. (2nd ed.). Routledge.
Government of Pakistan (2009). NACTE: National Professional Standards for Teachers in Pakistan. Islamabad: Ministry of Education.
Government of Pakistan (2023). NACTE: National Accreditation Council for Teacher Education. Islamabad: Ministry of Education. Retrieved from: https://www.nacte.org.pk/
Iqbal, M. Z. (2015). A study of reflective practice for professional development of the prospective teachers in Pakistan [Doctoral dissertation, International Islamic University Islamabad]. https://prr.hec.gov.pk.
Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development. Teachers and Teaching, 23, 387–405. https://doi.org/10.1080/13540602.2017.1304407
Larrivee, B., & Cooper, M. J. (2006). An educator’s guide to teacher reflection. Cengage Learning.
Lysberg, J. (2023). Unpacking capabilities for professional learning: Teachers’ reflections on processes of collaborative inquiry in situated teamwork. Journal of Workplace Learning, 35(1), 1-16. https://doi.org/10.1108/JWL-01-2022-0008
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
McGregor, D., & Cartwright, L. (2011). Developing reflective practice: A guide for beginning teachers. McGraw-Hill Education.
Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17(5), 517-528. https://doi.org/10.1080/13540602.2011.602059
Rodgers, C. R. (2020). The art of reflective teaching: Practicing presence. Teachers College Press.
Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education, 35(2), 20-34. https://doi.org/10.14221/ajte.2010v35n2.2
Schon, D. A. (1983). The reflective practitioner: How professionals think in action? Jossey-Bass, Inc.
Schon, D. (1988). Coaching in reflective thinking reflection in teacher education. Teachers college press.
Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The impact of reflective practice on teacher candidates' learning. International Journal for the Scholarship of Teaching and Learning, 13(2), 15. https://doi.org/10.20429/ijsotl.2019.130215
UNESCO, (2013). The global learning crises. France: UNESCO.
Zeichner, K. (2006). Reflections of a university-based teacher educator on the future of college- and university-based teacher education. Journal of Teacher Education, 57(3), 326-340. https://doi.org/10.1177/0022487105285893
Zengzro, F., & Nejad, I, A. (2007). Exploring reflective engagement that promotes understanding in college classrooms. International Journal for the Scholarship of Teaching and Learning, 1(2) 1-18. https://doi.org/10.20429/ijsotl.2007.010213
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Bulletin of Education and Research
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
