Reflective Teaching Reflection Paper

Reflection is cognitive activity in which individual teachers engage in examination of their own actions, beliefs, thoughts, values, identities, and so on and the effects of these on their practice and others in the professional context in order to have deep and new understanding about their overall experience (Bolton, 2010; Seibert & Daudelin, 1999). In other words, it is not passive rather active, conscious, deliberate, and persistent process by which an experience, in the form of thought, feeling, or action, is brought into consideration and examined and knowledge from it is developed (Seibert & Daudelin, 1999). This reflection on experience is considered as learning conversation, method of accounting for the self and others, critical approach

It is systematically and actively thinking about what happens in the classroom and trying to improve it (Opp-Beckman & Klinghammer, 2006). It is considered as research process and constant examination of teaching to develop insights that are helpful to reconstruct individual and collective professional practice (Schön, 1987). It involves thinking, monitoring, evaluating, reflecting, revising, and learning about the teaching process in cyclic manner and developing the habit of talking with the self and others for the purpose of professional development and effectiveness of teaching (Kidd & Czerniawski, 2010). It is about moving away from standardized form of practice towards more informed and value-driven one (Thompson & Thompson, 2008 in Moyles, 2010). It is a kind of professional enquiry and development which is so widely advocated these days by educationalists and policy makers (Grenfell, 1998). It is the characteristic of effective teachers (Kidd & Czerniawski,

The idea is that since the scope of reflective teaching ranges from evaluating the self to the larger context of teaching practice; that is, it can be concerned with the self about the individual teacher, an aspect of a lesson, other teachers, and the larger professional context wherein the teacher works (Jay & Johnson, 2002 in Jay, 2003), teacher should strive to become critical reflective teachers and be fully conscious of the range of issues beyond themselves and their classroom actions (Larrivee,