Theories of Reflection in Teaching

Theories of nonice in TeachingUnderstand the application of theories and models of rebuke and military rank to inspectioning let go for.Analyse theories and models of reflection and evaluation.Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. (use SWOT synopsis if possible) asylumReflecting allows the teacher to mentally member, analyse and utilise an experiential companionship in changing and replicating an break get under unitarynesss skin. The use of reflection allows the train to get on with in their tuition. David Berliner (1992) indicates that the inform advances in phases going from novice to expertDonald Schon in his book The broody Practice (1983) introduced pensive practice in which he used prat Dewys larn by dint of see to it notion, based on other theories of development and development like Jean Piaget, Kurt Lewin, William James and Carl Jung. materialisation according to Donald Scho n is the ability of overlords to think what they are doing while they are doing it. He states that managing the indeterminate zones of professional practice requires the ability to think on the run and use forward beat to new conditions. This is important and needs the ability to reflect-in-action. As a teacher, I try to be disciple-centred, understanding, evidence-based and economical all at the aforesaid(prenominal) time. Schon also gives insight into how the reflective professional is realizeed. He describes the main judgments 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 2 reasons its intention of helping learners becoming proficient in a fount of reflection-in-action, and when it functions properly, it entails a tutor learner dialogue of teacher taking the form of reciprocal reflection-in-action. (Argyris and Schon 1978)Tacit knowledge arises from Michael Poleveryis work where he describes the ability of woof out a familiar face in a crowd, without any thought, or a self-opinionated features analysis. We cannot tell how this is done 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 carriage we perform our duties and tackle problems. The knowing is in the action. It is shown by the skilful carrying into action 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 universe addressed, in what Schon termed the action-present. It is a response to a surprise such that the judge outcome is out of our control. This reflective process is conscious, but may not be verbalised. Re flection-in-action is about challenging our assumptions (since knowing-in-action is the basis of assumption). It is about thinking 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. unitary cannot will oneself to debate until one understands. But understanding often will only come from experience D. Schon (1983). Hence there is a need for the experience to occur. good attention relates to the readiness to use new information. This concept is disassemblely obtained from Wittgensteins line of reasoning that the meaning of an operation can only be learned through its performance. It prepares the student for feedback on that activity and builds understanding.The Ladder of reflectionArgyris and Schon describe a vertical dimension of analysis which occurs in the dialogue between student and tutor. In order to climb the ladder you must reflect on an activity. In order to move tidy sum the ladder you move from reflection to experimentation. This universe a ladder, you can also reflect on the process of reflection.From my point of view, this process assists to castrate 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 possibleness and model relies on the idea that the tutor and learner learn by experience and consequently 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 purpose which arises from the content and process of the classroom tuition together w ith other instruct duties and practices. Concrete experience also arises from ones own experience of being a learner.Reflective Observation (reviewing/reflecting on the experience) associates with analysis and judgements of events and the discussion about the learning and didactics between tutor, mentor and colleagues. Tutors reflect on their teaching experiences specifically when they are not experienced and wear 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 equ als no development.Abstract Conceptualisation (concluding/learning from the experience) In order to plan what could be done differently next time, one must be informed by informational theory and advancement, for example, through CPD. Reflection is therefore a middle ground that brings together theories and analysis of past 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 and so 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. information Postgraduate degree, Diploma i n Education Training (in view)Experience One year teaching experienceNetworking Have 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 training 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 cosmos Large population, city, lots of job opportunities.Geographical Schools and FE colleges are in the area.Sectors Much growth in high-tech and hospitality sectors.Legislation Government regulations restrict some education institution practices in pending privateness laws.Social Values Some people may discriminate against being a democr at in a republican state.Economy topical situations are terrible, unemployment is sky high.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 sort of of the step-by-step approach preferred by Argyris and Schon, the pitfalls are in the maculation of small errors that lead to the complete inefficiency that could become enormous making little 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 judgement and re-assessment of small aspects of teaching to be analysed and modified without chang ing 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). model(a) performances Studies of expertise in teaching.Reston, VA The National Art Education Association.Dewy, J. (19930 How we think. A restatement of the copulation 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 scholar Hall.Schn, D. (1983). The Reflective Practitioner How professionals think in action. LondonTemple metalworkerSchon, D. (1991) The Reflective Practitioner How Professionals Think in Action, London Avebury