EDU1121: REFLECTIVE PRACTICE Dr Dorothy Andrews October 2002

1. EDU1121: REFLECTIVE PRACTICEDr Dorothy AndrewsOctober 2002

2. Reflective Practice

3. Reflective Practice � a process of professional learning and development Teachers for Future Schools Technical Development Vs Reflective Inquiry Expectations of the Profession Becoming a reflective practitioner � exploration of self Tools for reflection

4. Teacher-Educators of the Future Self managed professional Collaborative worker Life-long learner Reflective thinker Support a transformative curriculum

5. Transformative Curriculum Thinking centered subject learning using constructivist activities Use of multiliterate expressive outcomes Reliance on personally tailored performance-based test (OBE) Learning diversified, lifelong, inquiry responsibilities Learning informed, democratic citizenship related to equity, civility and diversity E.g.. The New Basics

6. Transformative Self Learning is to challenge set assumptions, beliefs and values and to participate in a professional learning community or a community of learners (Senge 1994).)

7. Learners actively construct their experience � meaning is constructed from our world view � or mental model (Senge,1994) � the learners personal foundation of experience.Learning is a holistic process � it is not constrained by time or placeLearning is socially and culturally constructed � constructed meaning is influenced by context and culture.Learning is influenced by the socio-emotional context in which it occurs 

8. Teacher in the Future Reflective Thinker � reflecting on experience (Dewey 1963, Schon 1983) Reflection = examine critically assumptions, values, beliefs � become transformational, i.e. challenge what is and move to what might be.

9. Move from Technical to Reflective practice Move from Technical Approach to teacher development: Hunter 1982 � 7 steps for teacher effectiveness: Anticipatory set, objective, input, modeling, checking for understanding, guided/monitored practice, independent practice Reflection seen as technical review and evaluation on competency in terms of feedback.

10. Reflective Practitioner � Schon (1983) Reflection on and in practice � reflective inquiry (critical) � to understand the underpinnings of one�s practice (i.e. assumptions, beliefs and values) there is a need to examine these in the light of practice.

11. Reflective Practice needs to be collaborative � often we cannot see what we know professional thoughtfulness views teaching as an art and there is no clearcut formulae, right answers teacher narrative � teachers sharing with one another to deepen understanding of practice and encourage creative decision making. continue to learn how to teach through reflection on action � teachers are life-long learners

12. Expectations of the Profession Teacher Charter �Federal Government Professional Standards for Teachers � website Ed Qld: http://education.qld.gov/ learning_ent/ldf/standards/teachers.html BTR � Professional Qualification and Updating

13. Professional Standards Standard12 �Commit to professional practice � 2 standards Reflect critically on your practice Contribute to learning community and other professional networks

14. Developing the Reflective practitioner Viewing Self � the Teacher Framework (Andrews 1998) Developing the practitioner � stages in skill development (Benner 1984)

18. Patricia Benner (1984) From Novice to Expert. Model of Skill Acquisition - The Dreyfus Model

19. Patricia Benner (1984) From Novice to Expert. Model of Skill Acquisition - The Dreyfus Model. �Patricia Benner (1984) From Novice to Expert. Model of Skill Acquisition - The Dreyfus Model. �

20. Patricia Benner � Novice to Expert NOVICE : Rule - governed behaviour to guide performance. No experience of situations, therefore taught context free rules � ADVANCED BEGINNER : Demonstrate marginally acceptable performance - need situational support � COMPETENT: Time/experience - conscious deliberate planning by person � PROFICIENT :Perceives situation as a whole rather than aspects - performance guided by maxims - learnt from experience � EXPERT :No longer relies on analytic principle (rule, guidelines, maximums) to connect understanding to a situation to use appropriate action �I just know�. Will use analytical tools for foreign situation. � Experience = refinement of preconceived notions and theory through encounters with many practical situations that add sticks of differences to theory -

21. Exploring Self � in Context - Parameters PK - Public Knowledge � formal Kn, policy, research, theories etc PPK � Personal Practical Knowledge � understandings obtained through lived experience World View � assumption, beliefs, values � mental map of how the world operates Context � Field of Action

22. Teacher�s Practical Theory � (Elbaz 1983) This includes: q������ Value beliefs and principles q������ Rules q������ Aims and goals, q������ Tactics, strategies and actions q������ Normal desirable states q������ Student progress � cues q������ Teacher attributes q������ Contextual variables, conditions q������ Images, metaphors q������ Pedagogical content knowledge

23. Exploring Self Personality Profile Learning Style Assumptions/Beliefs Preferred Style � philosophy of teaching

29. EXPLORING SELF LEARNIG STYLE INVENTORY PHILOSOPHY OF TEACHING

30. Tools for Reflection Journal Keeping � Posner, Holly Observation � Hopkins, Hook, Senge (Ladder of Inference) Action research � Kemmis and McTaggart

31. Mental Models � Ladder of Inference � Senge, 1994, P243.

32. The Professional Journal It is a research method about our professional practice. It allows us the opportunity to reflect on our involvement as subjects of research in which we are also the observer. It allows us to step back from the action to record out impressions, feelings and thoughts.

33. Professional Journal The journal is then used to recall the action but also as a measure of the changes that have occurred in our understanding. It is a medium for thinking, a medium for action research and action learning.

34. Recording Personal Documentation a. Logs � record a factual account of an episode � are structured descriptive and objective b. Diaries � records a personal account � unstructured thoughts, feelings. etc c. Journals � comprehensive, descriptive document, records procedures, happenings, events, and notes.

35. The writing process has two purposes writing to reflect � reflect, write, reflect on writing, write � writing to clarify � our thoughts, feelings, etc

36. What to write about? work roles and responsibilities Students collegial interaction and professional development

37. Writing reflectively about your practice (learning from experience): a. learning about yourself- life history writing, life history timeline, using artifacts; b. reconstructing stories c. portraits of people and experiences

38. Writing about practice: exploring professional � collegial aspects of practice: What defines your successful practice; What are critical exemplars. Why are you doing this How do I work with others to improve professional practice,

39. POSNER � INCIDENT ANALYSIS Episode Analysis: Write reflectively about the episode Analyse issues Check assumptions Research, planning and action

40. This can be done through �������� a. Interviewing; �������� b. Case studies �������� c. Action research �������� d. Clinical supervision or critical colleagues � peer review e. Critical friend � assisting in reflecting on action

41. Learning from your Writing � reflecting on your reflections Analysis of writing: Select themes that emerge; Topics and how they change over time Philosophical underpinning Patterns

42. References