Reflective practice:
“unless teachers develop the practice of critical reflection, they stay trapped in
unexamined judgements, interpretations,
assumptions and expectations”
(Linda Finlay)
The above quote from Finlay reminds the importance of regulating reflecting practice. As a means to transforming unexamined judgements, interpretations,
assumptions and expectations”
(Linda Finlay)
practice, as we tend to cling on to what we know. We also need to be engaging in critically dialogue, blogging,
using twitter is a great way to do this. I have way to this. I have always believed that I am an active reflective practitioner. However
after reading this article I have started to question if I am I deep critically or just merely a descriptive reflector .
I tend to keep most of my reflections in my head and I need to be more discipline to regularly record online.
using twitter is a great way to do this. I have way to this. I have always believed that I am an active reflective practitioner. However
after reading this article I have started to question if I am I deep critically or just merely a descriptive reflector .
I tend to keep most of my reflections in my head and I need to be more discipline to regularly record online.
As a team leader I need to also be mindful that beginning teachers tend to stuck to rules and procedures, critical
reflection my not be a natural part of their practice. Therefore it needs to be modelled and they need plenty of time
to be able to practice.
reflection my not be a natural part of their practice. Therefore it needs to be modelled and they need plenty of time
to be able to practice.
Personal reflection - “ should be used as an end in -itself as a springboard for more general insight, personal
growth and professional development” (Linda Finlay)
growth and professional development” (Linda Finlay)
Zeichner and Liston (1996) differentiate between five different levels at which reflection can take place during teaching:
1. Rapid reflection - this is reflecting on the spot, this is already embedded part of my practice.
2. Repair - I do this regularly, especially if I have had a bad lesson or behaviour issues. I go home and reflect and
change appropriate.
I also use this type of reflection, as a team leader. I adjust my leader style depending on the cues of my team.
change appropriate.
I also use this type of reflection, as a team leader. I adjust my leader style depending on the cues of my team.
3. Review - I believe that I have consolidated this phase of reflection. As I share my reflections of
my practice with other teachers. I also regularly engage in professional conversations with my team and other
team members.
my practice with other teachers. I also regularly engage in professional conversations with my team and other
team members.
4. Research – I think I am developing this phase, as I regularly collect data from class, syndicate or school wide.
Analysis and then offer next steps to my colleagues. However since I have started Mind Lab,
I have been more engage in research and best practice, to transform my own practice.
Analysis and then offer next steps to my colleagues. However since I have started Mind Lab,
I have been more engage in research and best practice, to transform my own practice.
5. Retheorizing and reformulating: This is still a challenging area for me at the moment,
I need to do more researching to be able to confidently retheorize current research.
APA referencing
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
Zeichner and Liston’s Five Levels of Reflection (cited in Finlay, 2008, p.4)
I need to do more researching to be able to confidently retheorize current research.
APA referencing
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
Zeichner and Liston’s Five Levels of Reflection (cited in Finlay, 2008, p.4)
If only there was a device that could record our "thoughts" in regards to REFLECTION. Our job would be much easier. I can relate to your way of keeping your reflections in your head. I also do this. You think it's the right thing to do at the time, until a question gets posed - Like where is the paper trail for these thoughts/opinions and or where is the evidence to show/back your thought up. If only it was that easy... Thanks for the read Tania.
ReplyDeleteKia ora Tania, I have been reading through your Reflective Practice excerpt and you inspired me to go back and read the first few pages - so that I can then use this piece of evidence as part of my online participation. I am hoping you are ok with the whakaaro. Your excerpt helped me reflect also on my reflective practice.
ReplyDeleteI too, tend to keep my reflections to myself and engage in this activity initially in a solitary way. Finlay identifies the 'debate about the extent to which practitioners should focus on themselves as individuals rather than the larger social context' She does acknowledge that these may be impacted on by our busy lives as kaiako I know for me, I just do the solitary reflection initially due to time constraints. This article is making me aware of the need to engage in a larger social context. So the lightbulb moment for me, was to consider a more culturally responsive approach - that is to wananga' with a small group of trusted colleagues - in your case it is with your team of staff.
I also appreciated your point about modelling. Finlay draws out attention to the work of Schon (1983) particularly:
reflection-on-action(after the event thinking) - so involving reviewing, describing, analysing, evaluating past practice 'to gain better insight to improve future practie' (p.3). If I am not wrong, this is what you are currently doing with this narrative of practice.
reflection-in-action (thinking while doing)- I think we naturally do this as a teacher - we adjust, tweak, adapt as we go and we are not always conscious that we are doing it - sometimes it takes another observer to tell me that I have actively engaged in 'reflection-in-action' - is this the same for you? As Finlay describes, we are 'examining our experiences and responses as they occur' - is that not so for you?
I have shared these points with you - knowing that from your information you are seeking to model Reflective Practice to your kaiako - I am going to revisit this with my group of trusted colleagues and see if I can unpack using both the strategies of Schon.
Nga mihi e hoa