Reflective Practice and Teacher Professional Learning
Main Article Content
Abstract
Abstract: This paper addresses the utilisation of reflective practice to foster teacher professional learning by critically reviewing recent research and other relevant literature. The paper concludes that reflection and reflective practice are vital to teacher professional learning owing to the theory-practice gap, the research-practice gap, limitations of the managerialist approach to professional development, and the unstable nature of the teaching career. Appropriate models and frameworks for reflection are available for application, accompanied by the suggestions to extend reflective practice beyond its private mode.
Keywords: Reflection, reflective practice (RP), professional learning.References
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[38] Boyle, B., While, D., and Boyle, T., A longitudinal study of teacher change: what makes professional development effective? Curriculum Journal, 15 (2004) 45.
[39] Clouder, D. L., Reflective practice in physiotherapy education: A critical conversation. Studies in Higher Education, 25 (2000) 211.
[40] Ertmer, P., Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53 (2005) 25.
[41] Boud, D. and Walker, D. Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23 (1998) 191.
[42] Eraut, M., Schön shock: A case for refraining reflection-in-action? Teachers and Teaching, 1 (1995) 9.
[43] Chang, M. Factors affecting the implementation of communicative language teaching in Taiwanese college English classes, English Language Teaching, 4 (2011) 3.
[44] Byram, M., Gribkova, B., and Starkey, H., Developing the intercultural dimension in language teaching: A practical introduction for teachers, Council of Europe, Strasbourg, 2002.
[45] Raelin, A. J., Public reflection as the basis of learning, Management Learning, 32 (2001) 11.
[46] Schunk, D. H., Learning theory: An educational perspective, Pearson Education, Boston, 2012.
[47] Bandura, A., Social learning theory, Prentice Hall, Englewood Cliffs, 1977.
[48] Vygotsky, L. S., Thought and language, MIT Press, Cambridge, 1962.
[2] Knight, P., A systemic approach to professional development: Learning as practice, Teaching and Teacher Education, 18 (2002) 229.
[3] Darling-Hammond, L., and McLaughlin, M. W., Policies that support professional development in an era of reform. Phi Delta Kappan, 76 (1995) 597.
[4] Davenport, T. H., and Prusak, L., Working knowledge, Harvard University Press, Boston, 1998.
[5] McCulloch, G., Helsby, G., and Knight, P. T., The politics of professionalism, Continuum, London, 2000.
[6] Boud, D., and Middleton, H., Learning from others at work: communities of practice and informal learning, Journal of Workplace Learning, 15 (3003) 194.
[7] Hughes, C., Issues in supervisory facilitation, Studies in Continuing Education, 24 (2002) 57.
[8] Boyd, E., and Fales, A., Reflective learning: Key to learning from experience. J Hum Psychol, 23 (1983) 99.
[9] Boud, D., Keogh, R., and Walker, D., Reflection: Turning experience into learning, Kogan Page, New York, 1985.
[10] Mezirow, J. A., Fostering critical reflection in adulthood: A guide to trans-formative and emancipatory learning, Jossey-Bass, San Francisco, 1990.
[11] Johns, C., The value of reflective practice for nursing, Journal of Clinical Nursing, 4 (1995) 23.
[12] Schön, D. A., Educating the reflective practitioner, Jossey Bass, San Francisco, 1987.
[13] Ghaye, T., Teaching and learning through reflective practice: A practical guide for positive action, Routledge, London, 2010.
[14] Hiebert, J., Gallimore, R., and Stigler, J. W., A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31 (2002) 3.
[15] McIntyre, D., Bridging the gap between research and practice, Cambridge Journal of Education, 35 (2005) 357.
[16] Bauer, K. and Fisher, F. (2007) The education research-practice interface revisited: a scripting perspective, Educational Research and Evaluation, 13 (2007) 221.
[17] Miretzky, D., A view of research from practice: Voices of teachers. Theory into Practice, 46 (2007) 272.
[18] Levin, J. R., and O’Donnell, A. M., What to do about educational research’s credibility gaps? Issues in Education, 5 (1999) 177.
[19] Levin, B., Making research matter more, Education Policy Analysis Archives, 12 (2004) 2.
[20] Pennycook, A., The concept of method, interested knowledge, and the politics of language teaching, TESOL Quarterly, 23(1989) 589.
[21] Holliday, A. (1994). The house of TESEP and the communicative approach: the special needs of state English language education. ELT Journal, 48(1), 3-11.
[22] Kramsch, C., and Sullivan. P., Appropriate pedagogy, ELT Journal, 50 (1996) 199.
[23] Liao, X., The need for communicative language teaching in China, ELT Journal 58 (2004) 270.
[24] Pham, H. H., Communicative language teaching: Unity within diversity, ELT Journal 61 (2007) 193.
[25] Loughran, J. J., Developing Reflective Practice: learning about teaching and learning through modelling, Falmer Press, London, 1996.
[26] Grimmett, P. P., MacKinnon, A. M., Erickson, G. L. and Riecken, T. J., Reflective Practice in Teacher Education, In R. T. Clift, R. W. Houston and M. C. Pugach (Eds.), Encouraging Reflective Practice in Education: an analysis of issues and programs, Teachers College Press, New York, 1990.
[27] Van Eekelen, I. M, Boshuizen, H. P. A, and Vermunt, J. D., Self-regulation in higher education teacher learning, Higher Education, 50 (2005) 447.
[28] Phillips, R., Bain, J., McNaught, C., Rice. M, and Tripp, D. (Eds.), Handbook for learning-centred evaluation of computer-facilitated learning projects in higher education, Retrieved from http://www.tlc.murdoch.edu.au/archive/cutsd99/handbook/handbook.html, 2016.
[29] Kolb, D. A., Experiential Learning: Experience as the source of learning and development, Prentice Hall, London, 1984.
[30] Korthagen, F. A. J., Reflective Teaching and Pre-service Teacher Education in the Netherlands, Journal of Teacher Education, 36 (1985) 11.
[31] Korthagen, F. A. J., and Kessels, J. P. A. M., Linking theory and practice: Changing the pedagogy of teacher education, Educational Researcher 28 (1999) 4.
[32] Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. [Electronic Version]. Retrieved April 5th, 2013, from http://www2.glos.ac.uk/gdn/gibbs/index.htm
[33] Wenger, E., Supporting communities of practice. A survey of community-oriented technologies, Retrieved from https://guard.canberra.edu.au/opus/copyright_register/repository/53/153/01_03_CP_technology_survey_v3.pdf, 2016.
[34] Laksov, K. B., Mann, S., and Dahlgren, L. O., Developing a community of practice around teaching: A case study, Higher Education Research & Development, 27 (2008) 121.
[35] Gray, B., Informal learning in an online community of practice, Journal of Distance Education, 19 (2004) 20.
[36] Holmes, B., School Teachers’ Continuous Professional Development in an Online Learning Community: Lessons from a case study of an eTwinning Learning Event, European Journal of Education, 48 (2013) 97.
[37] Guskey, T. R., Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8 (2002) 381.
[38] Boyle, B., While, D., and Boyle, T., A longitudinal study of teacher change: what makes professional development effective? Curriculum Journal, 15 (2004) 45.
[39] Clouder, D. L., Reflective practice in physiotherapy education: A critical conversation. Studies in Higher Education, 25 (2000) 211.
[40] Ertmer, P., Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53 (2005) 25.
[41] Boud, D. and Walker, D. Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23 (1998) 191.
[42] Eraut, M., Schön shock: A case for refraining reflection-in-action? Teachers and Teaching, 1 (1995) 9.
[43] Chang, M. Factors affecting the implementation of communicative language teaching in Taiwanese college English classes, English Language Teaching, 4 (2011) 3.
[44] Byram, M., Gribkova, B., and Starkey, H., Developing the intercultural dimension in language teaching: A practical introduction for teachers, Council of Europe, Strasbourg, 2002.
[45] Raelin, A. J., Public reflection as the basis of learning, Management Learning, 32 (2001) 11.
[46] Schunk, D. H., Learning theory: An educational perspective, Pearson Education, Boston, 2012.
[47] Bandura, A., Social learning theory, Prentice Hall, Englewood Cliffs, 1977.
[48] Vygotsky, L. S., Thought and language, MIT Press, Cambridge, 1962.
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