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KNR 364: Senior Seminar in Physical Education Teacher Education. The Reflective Teacher.
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KNR 364: Senior Seminar in Physical Education Teacher Education The Reflective Teacher
Reflection. The physical education teacher understands the importance of being a reflective practitioner and its contribution to overall professional development and actively seeks opportunities to sustain professional growth. BPTE Standard 8 (2003)
The ongoing process a teacher or teachers engage in to make sense of the ever-changing environment of teaching with the ultimate goal of finding better ways to meet students’ needs To be effective, reflection must lead to action What is Reflection?
Help you to bridge the gap between being a student of teaching and being a teacher of students Help you to manage the complex nature of teaching in schools Help you to learn from your experiences Purpose of Reflection
Experience alone does not guarantee teacher change. For change to occur, a person must be deliberate about reflecting upon experiences. Purpose of reflection
Teaching Evaluations Journaling Self-evaluations Video Analysis Student Feedback Observing Others How can you reflect
Reflective Framework for Teaching in Physical Education (RFTPE)
Teaching skills and methods Reflecting on past experiences and applying new technical knowledge to better understand the situation Technical
Contextual level of reflection Occurs as a reaction to a problem that comes up in your class that is unexpected Situational
Dialectical Level Refers to social constructions (race, SES, gender, etc.) Sensitizing
Describing: What happened? Justifying: What did you do and why? Critiquing: How did it go? Three steps in RFTPE
Think back to a situation where you have used reflection • Identify the situation and the problem • How did you reflect? • What actions did you take to change the situation? • How did your actions work? How did you know? Discussion
Tsangaridou & O’Sullivan, 1997 What did they do? What did they learn? So what? The Role of Reflection in shaping physical education teachers’ educational values and practices
Micro reflection: day to day practices • Pedagogical issues • Content • Social issues • Ethical and moral issues • Macro reflection: informs practice over time • Subject matter issues • Societal concerns • Contextual issues Types of Reflection
Teaching context and experiences were the biggest catalysts for reflection Teachers’ values about education served as the foundation for reflection Conclusions
Micro reflection helped teachers to fine tune their teaching Reflection is an essential component of professional development Experience can lead to professional development only if it is accompanied by reflection Implications