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Reflective practice model. Trainee’s existing conceptual schemata or mental constructs. Received Knowledge. Professional competence. Practice. Reflection. Experiential Knowledge. Stage 1 Pre-training. Stage 2 Professional education/development. Goal. The pre-training stage:.
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Reflective practice model Trainee’s existing conceptual schemata or mental constructs Received Knowledge Professional competence Practice Reflection Experiential Knowledge Stage 1 Pre-training Stage 2 Professional education/development Goal
The pre-training stage: • The reflective model emphasizes the trainees' existing conceptual schemata or mental construct. This means that when teachers come to their classes, they have background knowledge (schemata), which is teachers' teaching. When they are engaged into training, they change their schemata. As pointed out by Wallace, this model emphasizes the fact that people rarely enter into the training situation with blank minds and/or neutral attitudes. Teachers' beliefs and attitudes are part of their schemata which has been derived either from what has been read or taught or from professional experience. In this regard, our schemata shape our teaching.
1. The received knowledge The stage of professional development 2. The experiential knowledge
How can the relationship between received knowledge and experiential knowledge be described? Is it reciprocal or one-way?
The relationship between received knowledge and experiential knowledge The reflective model argues for making the relationship reciprocal, not one-way. In this way, the trainees can reflect on the received knowledge in the light of classroom experience, and so that classroom experience can feed back into the received knowledge sessions.
Practice and Reflection:When teachers reflect, they recall, reconsider and evaluate. Practice and reflection may include briefing, trial teaching, five minutes lesson to peers on one specific skill observed by a supervisor or others, videotaped, critique, videotaped and finally re-teach.
Trial teach A 5-m in lesson to peers on one specific skill Observed by supervisor Critique Self-critique (the most reliable source of feedback) Peers giving feedback Re-teach
What are the aspects of the course that have to be examined carefully? 4- There should be machinery of course organization which allows the received knowledge subject tutors to harmonize their inputs, so that they can see, at least partially, how these inputs relate to one another, as well as to school experience. 1- School experience or teaching practice should be organized and timed in a way that can feed into the received knowledge subject sessions, and also be influenced by them. 2- There should be a timetabled period when tutors deliver received knowledge inputs to give the trainees an opportunity to discuss the inputs as related to their school experience. 3- The assessment of the received knowledge inputs should be organized in a way that the trainees have an opportunity to display their ability to apply received Knowledge in a school or classroom context.
It is a shorthand way of referring to the continuing process of reflection on received knowledge and experiential knowledge in the context of professional action (practice). This reflection may take place before the event. As we are reading texts or listening to lectures, etc. we may well be reflecting on such inputs and understanding them with reference to our professional concerns. Reflection may also take place by a process of recollection: as we struggle with a professional problem, we recall relevant knowledge or experience that may help us with our evaluation of the problem. Or, finally, it may take place during the practice itself:' reflection in action'. The point that is being highlighted here is that the practice element which is the central focus of the knowledge base on the one hand and the reflective process on the other.
The teacher as a researcher It has been recommended by many writers that the process of reflection should be formalized, and that the classroom teacher should also become a researcher because this would help to undermine the dichotomy between theory and practice. However, there are real problems regarding doing research such as special expertise, a lot of time, financial resources, etc.
