I am going to use the reflective model proposed by Jay
and Johnsons (2002, Pg. 77) to reflect on my reflective
practice, following 3 steps.
My Current
Reflective Practice
I do reflect on my own practice after class everyday
in an informal way. I try to improve on my practice daily, especially with my 2
Year 10 classes. I modify my plans/ways to teach the second class after
reflecting on how things went with the first class if necessary.
Typically I write down my reflections only for my
appraisal or as part of the inquiry process. I criticise my own practice rather
than critiquing it.
I wish someone would observe my lesson and critique it
but typically I provide my own reflections. I periodically survey my learners
to get my learner’s voice. It is the best way for me to reflect on my own
practice at the moment.
Finlay
(2008) stated that the term of “reflective practice” has a
wide range of meanings “from the idea of professionals engaging in solitary
introspection to that of engaging in critical dialogue with others” (Pg. 2)
adding “recapture practice experiences and mull them over critically in order
to gain new understandings and so improve future practice” (Pg. 1).
From Finlay’s statements I believe that my current
reflection is “reflective practice”.
My levels of reflection are “1. Rapid reflection” and
“2. Repair“ according to Zeichner and Liston’s Five Levels of Reflection (cited
in Finlay, 2008, p.4).
Raising the level of reflection
I would like someone to critique my practice.
I was involved in a project that allowed me to post
blogs to a web-site and participate in forums with others. I posted a blog as a
reflection immediately after the practice and shared with others who were able
to offer suggestions. I felt safe to post blogs there because we were on a journey together and we understood what our
issues were.
Larrivee
(2000) recommends “journal writing is a reflective process
that allows teachers to chart their development and become more aware of their
contribution to the experiences they encounter. This process of systematic
self-reflection can provide the clarification necessary for teachers to gain,
or regain, a sense of meaning and purpose in their teaching” (Pg. 296-Pg. 297).
Yang
(2009) suggests “blogs allow people to exchange information
without space and time constraints, to broaden their knowledge, and to meet
personal needs and interests at the same time” (Pg. 13).
Research supports the use of blogs to reflect on
practice are especially useful for busy educators. Efimova & Fiedler (2003) state “a blog is like a small learning community.
I would like to have a place to post blogs with
members of a supportive community again where feedback enlivens the reflective
process.
Implications of
various perspectives for Reflective Practice
People rarely see themselves as
others do.
Zalipour
(2015) stated “Feedback can provide us with the impetus to
embark upon reflective practice systematically and diligently”. Blog writing
and receiving feedback would help me improve my reflective practice.
Clarke
(2017) added “it
emphasises the importance of teachers engaging in reflective practice and the
importance of them doing so through collaborative arrangements with colleagues”
and “collaboration offers opportunities for teachers to exchange ideas and good
practice as well as expanded avenues for professional learning”.
Blog writing with critical
feedback from colleagues will allow me to “retheorise and reformulate”
(Zeichner and Liston’s Five Levels of Reflection, cited in Finlay, 2008, p.4)
motivating me to further improvements to my practice.
References
Finlay, L. (2009). Reflecting
on reflective practice. Practice-based Professional Learning Centre, Open
University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Jay, J.K. and Johnson, K.L. (2002). Capturing
complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18,
73-85.
Larrivee, B. (2000).Transforming teaching practice:
becoming the critically reflective teacher. Reflective
Practice, 1(3), 293-307.
Clake, S. (2017) Nourishing teachers’ leadership for
learning: Insights from practitioner research.
Yang, S., H. (2009). Using blogs to enhance critical
reflection and community of practice. Educational
Technology & Society, 12(2), 11-21.
Zalipour, A. (2015). Reflective Practice Teaching Development Unit, Wāhanga Whakapakari Ako.
Hamilton: The University of
Waikato.
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