Reflection In Teaching Practice

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Part A. Reflective practice literature review

Introduction
The assignment is devoted to teacher self-reflection which is acknowledged to be one of the moves that will lead to development and professionalism. Part A looks firstly at theory of reflection in general and then how it works in teaching. It points why reflection is essential in teaching practice and presents different ways of reflections as well as different levels of reflection. Whereas part B, presents more practical use of reflection and how it was used by me.

1. Literature review
1.1. Introduction of reflective practice
Whilst doing some research I was trying to find the beginning of the reflection as a part of teaching and to my surprise there is no certain date of introducing
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Reflection in teaching “The purpose of reflection is therefore to bring our reasoning processes and behaviour patterns to the surface and make them explicit”. ( Butterworths, 1996) Of course the process might be difficult but once we develop a pattern of actions that will work in classroom we can repeat it to the point when it will start to be our way of behaving. It is believed that the more you reflect on your performance the better you …show more content…
Reflection in action (Schön 1983) demands from teacher some more experience, in order to reflect and act simultaneously (Hatton and Smith, 1995). Whereas Gore and Zeichner (1991) believed that there is no right way of doing the reflection and that the best idea is to combine all of them and to create your own path of reflecting. They highlighted four major aspects of teaching. You will have to ask yourself and reflect on accurate questions about each aspect to evolve deeper understanding of actions taken during lessons in order to create a lesson that will be efficient for your learners. Those aspects are: academic reflection, that includes questions like ‘Do I know my content really well?’ ‘Am I using appropriate pedagogical strategies for my students’ needs?’ etc... The second aspect is the social efficacy reflection, which asks about considerations of the specific strategies that may increase students’ academic success and what is more if the practice meeting the needs of the students in the class. The next stage of our reflection according to Gore and Zeincher is to think about language used in the classroom. Whether is appropriate for the level, age, and what is the most important did we created lesson that will be interesting for diverse groups of students (Gore and Zeincher

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