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Teaching Metaphor

What metaphor would you use to describe your own approach to teaching? Can you think of specific examples of how your teaching reflects this metaphor?. Teaching Metaphor. THE REFLECTIVE HABIT Rawatee Maharaj-Sharma.

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Teaching Metaphor

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  1. What metaphor would you use to describe your own approach to teaching? Can you think of specific examples of how your teaching reflects this metaphor? Teaching Metaphor

  2. THE REFLECTIVE HABITRawatee Maharaj-Sharma

  3. “To reflect is to look back over what has been done so as to extract the net meanings which are the capital stock for intelligent dealing with further experiences” John Dewey, 1993 “Reflective teaching involves thinking about one’s teaching, on account of which will include terms as reasoning and reasons, critical thinking and analysis as well as planning and evaluating” Fernando Alexandre, 2003 “Reflection is a metacognitive strategy that helps teachers think critically upon their experiences, actions and decisions during their teaching practices” Derya Kulavuz-Onal, Phd candidate at University of South Florida, 2013 REFLECTION

  4. Teacher • Learner • Subject Matter • Context Places of teaching/learning &reflection

  5. An understanding of personal theory • An interrogation of personal theory • Comparing personal theory with that of peers and with public theories • Continual adaptation and/or reformation of personal theory What is required of reflectivepractitioners?

  6. A person’s set of beliefs, values, understandings and assumptions • The ways of thinking about the teaching profession • Personal theories may exist at an implicit level – difficult to articulate and therefore examine • Some personal theories exist at the commonsense level, and is related to life experiences Personal Theory – What is it?

  7. Van Manen ( 1977) • Technical reflection • Practical reflection • Critical reflection • Schon (1983) • Reflection-on-action Reflection-for-action • Reflection-in-action • Valli (1992) • Technical decision making • Reflection-in-action • Deliberative • Personalistic • Critical Levels of Reflection

  8. What happened? Why? • What was my role in the event? • How did I respond? What beliefs did my actions reflect? Did my actions reflect beliefs/assumptions about which I was not aware? • Did the consequences of my actions raise doubts or did they reinforce my beliefs? • What could I have done differently? Why? • How should I want to act in the future? How do I become more reflective?

  9. Teachers need to reflect on their personal theories and prevailing practice at different levels • Teachers need to articulate their own theory, critically examine it and check for consistency, coherency and adequacy • Teachers need to compare personal theory with alternative theories and to re-conceptualize it in order to increase the effectiveness of their professional thinking • Reflection is a never-ending growth process Conclusion

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