Schon (1983) proposed that reflective practice is part and parcel of the embodiment of knowledge; which indicates actions done in a profession is a translation of a person’s knowledge. Loughran (2002) made the connection between reflective practice and the profession by stating that in many professions such as science, nursing, medicine, law and teaching, the need to increase a person’s knowledge constantly exist for him or her to be an effective and informed practitioner, and reflection emerges as an option for these professionals to better understand what they know.
Reflective practice, particularly among pre-service teachers, has been widely researched over the years. Tillema (2000) pointed out that reflection-oriented learning is essential …show more content…
He further added that being able to reflect on one’s own teaching requires the teacher to make meaning from the teaching situation so that he could better understand the art of teaching practice. Richards (1996) further corroborated by mentioning the steps needed to be taken by teachers in which they would collect data about teaching, examine their attitudes, beliefs, assumptions and teaching practices and these are utilized for critical reflection to occur. Richards (1996) and Loughran’s (2002) echoed Schon’s (1987) sentiments, which think reflection is central to a teachers’ professional growth. Reflective practice is more than just thinking about what to do in teaching and learning; it requires the teacher to take a step back and re-examine their decisions, be it their pedagogy or classroom management, to be implemented in their next …show more content…
Temporality in the field of reflective practice is used to indicate the space of time. Proponents of reflective practice from the temporally distributed perspective examined and proposed different types of reflection that occur at different points of teaching stages; namely before teaching begins, during the teaching action and after teaching has ended. Van Manen (1991) attributed the reflection that occur during these sequential events as anticipatory reflection, contemporaneous reflection and retrospective reflection respectively.
Conway (2001) described anticipatory reflection as “future-oriented reflection before action” (p. 90). Etscheidt et al. (2012) simplified anticipatory reflection as “examining one’s teaching actions through an organized and deliberate selection of a teaching action” (p.10). The phrase “deliberate selection” indicated a conscious, thought-out decision made by a teacher before a teaching action takes place. In other words, anticipatory reflection are thoughts that are concerned with the teachers’ instructional plans before she begins her lessons; or more specifically, the thoughts that occur during the design process of a lesson plan. Farrell (2014) indicated a similar type of reflection in his Framework for Reflecting on Practice, coined as reflection-for-action. Farrell (2014) made a similar point when he indicated that this type of reflection requires
Reflective practice, particularly among pre-service teachers, has been widely researched over the years. Tillema (2000) pointed out that reflection-oriented learning is essential …show more content…
He further added that being able to reflect on one’s own teaching requires the teacher to make meaning from the teaching situation so that he could better understand the art of teaching practice. Richards (1996) further corroborated by mentioning the steps needed to be taken by teachers in which they would collect data about teaching, examine their attitudes, beliefs, assumptions and teaching practices and these are utilized for critical reflection to occur. Richards (1996) and Loughran’s (2002) echoed Schon’s (1987) sentiments, which think reflection is central to a teachers’ professional growth. Reflective practice is more than just thinking about what to do in teaching and learning; it requires the teacher to take a step back and re-examine their decisions, be it their pedagogy or classroom management, to be implemented in their next …show more content…
Temporality in the field of reflective practice is used to indicate the space of time. Proponents of reflective practice from the temporally distributed perspective examined and proposed different types of reflection that occur at different points of teaching stages; namely before teaching begins, during the teaching action and after teaching has ended. Van Manen (1991) attributed the reflection that occur during these sequential events as anticipatory reflection, contemporaneous reflection and retrospective reflection respectively.
Conway (2001) described anticipatory reflection as “future-oriented reflection before action” (p. 90). Etscheidt et al. (2012) simplified anticipatory reflection as “examining one’s teaching actions through an organized and deliberate selection of a teaching action” (p.10). The phrase “deliberate selection” indicated a conscious, thought-out decision made by a teacher before a teaching action takes place. In other words, anticipatory reflection are thoughts that are concerned with the teachers’ instructional plans before she begins her lessons; or more specifically, the thoughts that occur during the design process of a lesson plan. Farrell (2014) indicated a similar type of reflection in his Framework for Reflecting on Practice, coined as reflection-for-action. Farrell (2014) made a similar point when he indicated that this type of reflection requires