Reflective teaching is taking a prestigious position in L2 teaching. However, teachers need to adopt practices that foster reflection on the part of learners.Please explain how this can be obtained?
As far as I'm aware, the conceptualisation of reflection-in-action and reflection-on-action comes from Schon, D.S. (1983). The reflective practitioner: how professionals think in action. London: Basic Books. These modes of reflection are further subcategorized (in order of depth) as descriptive, dialogic, and critical reflection by Hatton, N., & Smith, D. (1994). Reflection in teacher education: towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
There are also some interesting extensions of the reflective practitioner concept inLarrivee, B. (2000). Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. and also in Edge, J. (2011). The reflexive teacher educator in TESOL. Abingdon: Routledge.
Learning to reflect is a vital skill that needs to be exercised to improve. James is correct in saying Donald Schon came up with the concepts of reflection in action and reflection on action. I believe that if the teacher is not a reflective practitioner it is difficult to get students to engage in reflection. I keep reflective journals and I share entries from time to time. when it is relevant , Journals can be on line or in paper form. I had one student draw her reflections rather than write them. I often start by focusing entries. For instance, I might get students to reflect on questioning. What kinds of questions were asked? Were the questions asked speculative, open ended?Who asked them? How did the responses to the question take the students further? I often got the students to stop adding to their journal and reread some of their entries and then respond to one with new understanding.
- Badges
- Science method
- Similar topics
- Methodology
- Research Methodology
- Qualitative Research