Teachers Reflection In Action In The Classroom

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Teachers’ reflectivity seems to have some impacts on students learning. Those teachers who have gained the knowledge of reflective practice are more likely to transfer the behavior to their students (Nolan & Huebner, 1989). They make to model this reflective attitude for their students and promote the reflective behavior in them (Nolan & Huebner, 1989). Reflective teachers build reflective learning environments to take advantage of students' strengths and make them more motivated in learning (Akbari, 2007). Accordingly, creating a reflective learning environment persuades students to be reflective, organized, and proactive about deep learning (Yost, Sentner, & Frolenza-Baily, 2000). In this regard, exposing students to reflective teaching can …show more content…
Shön (1987) presented the notions of “reflection in action and reflection on action” which distinguished between them as following:
“Reflection in action” is concerned with everyday challenges a teacher is encountered during the teaching and learning practice, and teacher’s capability to interpret, analyze, and offer solution for them in the classroom. In other words, reflection in action is the teacher’s ability to think, assess, and solve problems in complex and unpredictable situations.
The second type of reflection known as “Reflection on action” occurs after a teaching episode takes place, when teachers analyze the actions and events through mental reconstruction. Teachers think about what they did; evaluate how much prosperous they were and what teaching activity led to different outcomes (Shön, 1991). Therefore, the plain meaning of reflection is looking back and reflecting on their teaching practices and thoughts.
2.2 How Does Reflection Take
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Although critical reflection usually focuses on teacher’s own teaching, self-reflection can also be encouraged by observing other teachers’ teaching performance.
2.2.2 Recollection of the Event
Reflective teaching at this stage means looking at what teacher do in the classroom, without assessment or description of what happened. Many different procedures are available at this phase of reflection, such as written descriptions of the event, a videotaping or audio-taping, or making use of check lists or coding systems to record every event details.
2.2.3 Review and Response to the Event
Regarding the attention given to the description of the classroom’s event, the teacher looks back and reviews the event. The event is deeply analyzed, and some questions are proposed about the classroom experience.
By assessing the approaches to decisive reflection the following reflection processes will be achieved.
2.3 Critical Reflection Approach
2.3.1 Peer Observation
Peer observation gives teacher an opportunity to see what more experienced teachers do in their classroom in order to learn different teaching styles and helps them improve their teaching. It provides occasions for teachers to reflect critically on their work.
2.3.2 Written Accounts of

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