Developing Reflective Practice: Learning about Teaching and by J. John Loughran
By J. John Loughran
This article provides a learn examine into the improvement of reflective practitioners in a pre-service instructor schooling programme. the instructor educator within the learn modelled his personal reflections on perform within the wish that it can aid scholars to use mirrored image to their very own teaching.; the result of the author's learn exhibit that mirrored image on perform happens in 3 specific sessions: earlier than anticipatory, in the course of contemporaneous and after retrospective a pedagogical event. The booklet concludes that once scholar academics' personal studying events, either inside their college coursework and their tuition stories, develop into the point of interest for his or her studying approximately educating and studying, their realizing of, and perform in, instructing is superior.
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Additional resources for Developing Reflective Practice: Learning about Teaching and Learning Through Modelling
This encourages learning that is based on processing information, hypothesizing and reasoning. The strategies described above are a small selection of those that I use in my teaching. It is important for me to have a good working knowledge of a variety of teaching strategies so that I can better align my teaching with the learning that I hope to encourage in my students. The teaching strategies I use are both content and context dependent. Also, being able to respond to changes in the teaching and learning environment is vital.
Perhaps the following example of a vivid episode (in my mind) might help to make this easier to understand. An important aspect of my teaching is to encourage student involvement especially through discussion. On occasions, the topic under consideration might provoke group responses whereby everyone has something to say, but, as in any large group situation, everyone can not speak at once. I remember a session where we were discussing different views of student ability and some of the reasons that accompanied those views.
I know you’ve explained it but it hasn’t stuck. Interviewer: Have I always done it? Andrea: No. You started when we came back from the first round, and I think you even said from now on I’ll be thinking aloud on what we should be doing. Andrea shows that modelling reflection in this manner is not a problem to her. In fact, it has been assimilated into the teaching role and ‘taken for granted’ as acceptable in the context of TAL. However, she also signals that there is some confusion in her mind about my purpose.