Technical reflection: much rule governed, acting on the basis of externally imposed criteria, time on task, wait time, active learning, student engagement, homework review and prior knowledge, occurring narrow, pre-established boundaries, decision of authority
Reflection in and on action: It comes from the description of Schön assumption. Reflection in action is intuitive, spontaneous decisions during the act of teaching. It is based on practical knowledge, no explicit rules to follow. Each case is unique.rely on internal criteria.
Deliberative reflection: it is based on variety of sources: research, experience, advice of others, personal values of others. Valli (1997) thinks that just deliberative reflection escapes criticism about reflective …show more content…
They seem as caretakers, empathy is the criteria for the quality of reflection. Questioning the beliefs, attitudes and biases is important. Rely on internal criteria.
Critical reflection: It comes from Habermas. Reflection seems schools as political constructions, improving the quality of life of disadvantaged students. Reflective teachers are committed to unlimited inquiry, fundamental self-criticism and social action. It transforms changing teaching practice and schools which should foster injustice and inequity. If the teacher applies ethical criteria during instruction, it becomes more reflective.
Van Manen’s typology of reflection: Van Manen (1977) categorizes reflection as comprising three levels; technical rationality, practical reflection and critical reflection derived from Habermas (1973).
Technical rationality: It is concerned with applications of knowledge and skills. It depicts an event from personal experience and is not viewed as problematic (Collier, 1999). It judges about the efficiency of means to achieve certain goals (Fund, 2002). Predetermined goals are tried to be achieved. Without questioning, actions are evaluated in terms of their …show more content…
Since they can write how they think and feel before, during and after teaching, what happened in class and why they did it, it is less formal than academic writings. By looking and analyzing their own reflections, they become aware of themselves and attempt to deliberate planning for their future actions and teaching. Chi (2010) investigated how in-service teachers perceive reflective practice with the content and level of reflections. He claimed that reflection via journal writing can encourage teachers to deal with uncertainty, instability and value conflict in different contexts. The results indicated that journal writing improved their awareness of teaching strategies and promoted their critical thinking as teachers. Teachers and researchers understand what takes place in the minds of novice teachers with the help of various kinds of narratives as they construct their real teaching (Collier, 1999). Fund (2002) claimed that written reflections provide the clearest evidence of
Reflection in and on action: It comes from the description of Schön assumption. Reflection in action is intuitive, spontaneous decisions during the act of teaching. It is based on practical knowledge, no explicit rules to follow. Each case is unique.rely on internal criteria.
Deliberative reflection: it is based on variety of sources: research, experience, advice of others, personal values of others. Valli (1997) thinks that just deliberative reflection escapes criticism about reflective …show more content…
They seem as caretakers, empathy is the criteria for the quality of reflection. Questioning the beliefs, attitudes and biases is important. Rely on internal criteria.
Critical reflection: It comes from Habermas. Reflection seems schools as political constructions, improving the quality of life of disadvantaged students. Reflective teachers are committed to unlimited inquiry, fundamental self-criticism and social action. It transforms changing teaching practice and schools which should foster injustice and inequity. If the teacher applies ethical criteria during instruction, it becomes more reflective.
Van Manen’s typology of reflection: Van Manen (1977) categorizes reflection as comprising three levels; technical rationality, practical reflection and critical reflection derived from Habermas (1973).
Technical rationality: It is concerned with applications of knowledge and skills. It depicts an event from personal experience and is not viewed as problematic (Collier, 1999). It judges about the efficiency of means to achieve certain goals (Fund, 2002). Predetermined goals are tried to be achieved. Without questioning, actions are evaluated in terms of their …show more content…
Since they can write how they think and feel before, during and after teaching, what happened in class and why they did it, it is less formal than academic writings. By looking and analyzing their own reflections, they become aware of themselves and attempt to deliberate planning for their future actions and teaching. Chi (2010) investigated how in-service teachers perceive reflective practice with the content and level of reflections. He claimed that reflection via journal writing can encourage teachers to deal with uncertainty, instability and value conflict in different contexts. The results indicated that journal writing improved their awareness of teaching strategies and promoted their critical thinking as teachers. Teachers and researchers understand what takes place in the minds of novice teachers with the help of various kinds of narratives as they construct their real teaching (Collier, 1999). Fund (2002) claimed that written reflections provide the clearest evidence of