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An intervention in facilitating the teaching learning process through reflection. H.M.Ganga D. Herath 1 Prof . Marie Perera 2 Teacher Centre Department of Humanities Nikaweratiya Education University of Colombo. Background.
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An intervention in facilitating the teaching learning process through reflection H.M.GangaD. Herath1Prof. Marie Perera2 Teacher CentreDepartment of Humanities Nikaweratiya Education University of Colombo
Background • Teacher reflection as a key element in enhancing professionalism of teachers. • There are different effective tools which can be used in reflection. • Survey findings – reflection is not a common practice among 98% (347) of the sample of 354 teachers. • Semi-structured interviews, lesson observations and discussions also revealed that the classroom practices are directly affected by lack of reflection
Review of literature • The constant and ongoing search for ways to improve their own teaching and learning environments is the worthy occupation of excellent teachers (Brookfield , S. as cited in Miller, B. 2010) • Reflection is a must if a teacher has any intention to suit their teaching to their students’ needs ( Pultorak, 2014)
Objectives • Motivating the participants to reflect on the classroom practices by giving necessary knowledge and awareness. • Facilitating the participants’ reflective practice through intervention.
Methodology • Planning of the intervention process – Discussions. • Raising awareness and inculcating a sense of responsibility in reflecting on teaching as a professional – Group discussion. • Lesson observations and feedback sessions - Reflection supported questions - Audio recordings - Student feedback • A reflective tool – Guidelines
Findings • Quality of teaching learning process. - Confidence of the teacher - Learner autonomy - Learning- teaching friendly environment • Progress of the mentor. - Improved feedback sessions • Usage of the tool – Reflection Guideline.
Conclusion • Teachers have the potentiality to change themselves to be reflective practitioners. The necessity is the professional support. And the willingness to be a professional. • It is necessary to strengthen the mentoring and monitoring process. - Theory into (real) practice –
“ Now only we find our teacher with us.” (Reflective note of a participant – 09.10.2018) • “ Now I’m really happy to feel that my travelling of 42 km has not been wasted. It has improved the professionalism of the teacher farther than I expected. ” (Reflective journal – 23.10.2018)
References- Barbara, L. (2000) Transforming Teaching Practice: Becoming the critically reflective teacher, Reflective Practice, 1:3, 293-307, DOI: 10.1080/713693162- Brookfield, Stephen. Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass. 1995 as cited in Miller, B. (2010) for the Faculty of Arts Teaching and Learning Committee, The University of Sydney, - Mizell, Hayes (2010) Why professional development matters, 5. Retrieved from https://learningforward.org/docs/pdf/why_pd_ matters_web.pdf?sfvrsn=0- Pultorak, E. G. (2014). Reflectivity and Cultivating Student Learning: Critical Elements for Enhancing a Global Community of Learners and Educators: Rowman & Littlefield. - Shulman, L (1987) Knowledge and Teaching: Foundations of the New Reform, Retrieved from http://people.ucsc.edu/~ktellez/shulman.pdf
E-mail : hmgangu@gmail.com Thank you!