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Professional development as a teacher reflective essay
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As part of my teaching training it is important that I can reflect on my practice and create SMART targets to evaluate and create areas of progression for my future placements. Reflective teaching supports and enhances initial school based training and therefore, also supports the lifelong professionalism of teaching suggests Pollard
(2014).
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
There are certain barriers in using reflective practice such as lack of proper resources to improve their learning experience. Some nurses are not aware of how to undertake reflective practice due to their lack of knowledge and also may be worried about documenting experiences and emotions. Furthermore, time is one of the main barrier for reflective practice, learning through reflective practice can be time consuming, and if a nurse is reluctant or shows lack of motivation to spend time in improving their skills or knowledge through reflection or reflective practices, it will not benefit in making any changes in their profession and also in their patient care. According to Forneris et al, (2009) lack of time can cause beginner nurses to become
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
student. In the following journal, we see the benefit of reflective practice and what it achieves
"Through their experiences in the classroom, workshop or workplace and the feedback received from learners, peers and through appraisal, teachers will hear messages about their subject expertise (P1) and their skills and knowledge as a teacher (P2). The process of reflection and planning should produce continuing professional development that is highly individualized; featuring activities that respond to the teacher understands of the currency of their practice". (Davies,
Let me say personally, reflective practices therefore imply more systematic process in terms of collecting, recording, and analyzing teachers’ thoughts and observations, as well as those of their students, and then going on to make changes towards teachers' professional development for a better teaching skills. All in all, I can say that reflective practice is important because it helps teachers to make more informed decisions about their teaching skills which are basically based on solid evidence that thoroughly collected over a period of
Using reflective practice comes with many benefits to not only the coach’s coaching ability, but to their overall development as a learner as well as a teacher. Improving confidence and competence is one of the biggest benefits of using RP, also to learn new information and learn from others to expand knowledge. Becoming more aware of the coach’s strengths and limitations helps organise the coach’s priorities and set new developmental goals in which the coach can progress with their
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
As I reflect on my initial blog entry (see Appendix A), I realise that my understanding of literacy has developed expeditiously, from a simplistic view into a multi-faceted outlook that underpins learning throughout the curriculum. Although I had indicated an awareness of the interrelationship of speaking and listening, reading and writing (SLWR), I did not conduct in depth analysis that considers these elements specifically with the process of learning. This essay will discuss how my understanding of SLWR has evolved, and in examining the links between lectures and workshops, further reading and school based training (SBT), will reflect on how this has impacted on my development as an English teacher.
The intention of reflective practice is to help the teacher/learning coach evolve and develop the quality of their teaching by the continuation of personal development. Although most teachers have done this for years, reflective modelling or methods have formulized a structure which can be followed and adapted to best suit their methods. It is an ongoing process which takes feelings and emotions into consideration and so it will not always have a definitive answer/ending. Since most models of reflection require subjective and objective thinking then there is a willingness to be honest to engage constant self appraisal. It asks that the teacher become flexible analytical and socially aware when addressing their chosen model of reflection.
Through the certification process, candidates must compile a portfolio with various pieces of evidence related to general teaching practices and their specific content area. There are videos of whole group and small group lessons, analysis of student work samples and inclusion of artifacts of leadership, professional learning, community involvement and communication that must demonstrate consistent and continuous growth. Throughout the process, you are required to think about what you teach, how you teach and why you teach it a certain way. This constant reflection was revolutionary in my teaching methodology. I knew what metacognition meant but the act of writing it out and defending my thought processes clarified my reasoning and helped me to see patterns that needed to change. As teachers, we constantly reflect on our teaching but until it is articulated, those ideas tend to be nebulous and easily dissolve in the daily duties of our regular lives. I never would have realized the power that the word “because” has until it links a lesson to a child, standard, or
Marcos, J.M., Sanchez, E., Tillema, H.H. (2011). Teacher Reflection: What is said to be done. Journal of Education for Teaching: International Research and Pedagogy, 37(1), p.21-36.
On teaching practices teachers might use several ways to reflect. The following might be the useful tips from colleagues.
This week had the biggest impact on my professional growth. During this week, I learned that meaningful reflection is " the practice or act of analyzing our actions, decisions, or products by focusing on our process of achieving them (York-Barr, Sommers, Ghere & Montie, 2006). There are many benefits of reflecting in the field of education. The most influential is the effect that reflection has on the learning that your students gain. If a teacher meaningfully reflects on their practices they will create lessons to better impact students. According to Carol Ann Tomlinson (2003), “Teacher reflection inevitably attends directly to students ' need for affirmation, contribution, power, purpose, and challenge.” Each time a teacher reflects on their work, they empower their students to learn more. Students recognize their teacher’s reflection and mimic their behavior. I feel like learning about reflection impacted me most because it showed me that I should reflect on the good and the bad. Everything that I teach should be reflected on. The more that I reflect on my work, I will be closer to becoming an expert teacher. Reflection has the biggest impact on professionalism as a teacher. If I am willing to learn from my strengths and mistakes I will impact my students to strive to the best they