DIMENSIONS OF TEACHER‘S REFLECTIVE PRACTICE AND THEIR CONTENT DR. REMIGIJUS BUBNYS, Siauliai university,
[email protected] AIDA KAIRIENĖ, Graduate of Siauliai university,
[email protected]
“Good
school is a continuously learning organization where the community is reflective; it is able to reflect on and discuss its activities and the common life events, self-evaluate, learn from experience and reasonable to plan “ (Good school’s conception, 2013).
Conclusions
p ee ve tea D cti fle e R
g n i ch
C O N S E Q U E N C I E S · · · ·
Professional development
Professional growth and development Actualization of practical expierence New professional knowledge Ability to operate in specific teaching (learning) situations · Improvement of teaching (learning) · Effectiveness of teaching (learning) · Study of professional development aspects
(Osterman, Kottkamp, 2004; Zwozdiak- Myers, 2012; Pitsoe, Maila, 2013 et. al)
A Need of reflection and estimation of thinking
N
Need of aspiration for (learning) development
T
ctio n
s
...an exploratory, purposeful, creative pursuit for better knowledge and understanding (p.20). Ghaye (2010)
E
C
Need of professional growth and renewal
E
‘s a
... as an idea builds on the notion of reflection on experience (p.24). Fook, Gardner (2007)
eo wn of o n
rn a Le
DIMENSIONS OF TEACHER’S REFLECTIVE PRACTICE
i cr
a it c
...is a cognitive thinking process, which brings together several stages of considered exploration ofthoughts, feelings and evaluations focused on practitioner skills and outcomes (p. 19). Tummons, Duckworth (2012)
i h lt
nk
g n i
n r a ( le
... allows the members of the organization to slow down to critically evaluate their own thinking (p. 82). Hilden, Tikkamaki (2013)
... as a disposition to enquiry(p.5). Zwozdiak-Myers (2012) ... is the mechanism by which beginning teachers develop optimum self-efficacy (p. 127). Cartwright, McGregor (2011)
In v
)a g in
t c e sp
...pondering about various aspects of life (p.279). Tabassum, Malik (2014)
...carries multiple meanings that range from the idea of professionals engaging in solitary introspection to that of engaging in critical dialogue with others (p. 2). Finlay (2008)
nt e m p develo
... a process associated with professional learning, which includes effective reflection and the development of metacognition (p. 20). Hegarty (2011)
... is paying critical attention to the practical values and theories which inform every day actions, by examining practice reflectively (p.19). Bolton (2010)
tio n
... can be seen as a promising professional development tool for teachers to become and remain effective (p. 87). Farrell (2015)
... the form o f a journal where you are encouraged to reflect upon the various aspects of your teaching (p.16). Roffey-Barentsen, Malthouse (2013)
Dimensions of Teacher’s Reflective Practice Learning from experience. It’s like asking about the experience which requires a pause to write questions arising from the work result (Harrison, 2010). Studying their practice the teachers express their thoughts (Fook, Gardner, 2007). Deep critical thinking. Reflective critical thinking involves deliberate thoughts, feelings and evaluation analysis focused on practice skills and results (Tabassum, Malik, 2014). Such thinking allows solving the problems closely related to the degree of attention (Noone, Bunting, Hogan, 2016). Investigation of one’s own actions. This phenomenon is being studied through direct experience, interpreting and using gained a deep understanding to understand further actions and changes (Zwozdiak Myers, 2012). Teaching (learning) aspect. Reflection promotes teachers’ professional learning as an effective improvement of reflection and meta-cognitive skills (Hegarty, 2011).Thinking about teaching is like a travel form where teachers are encouraged to reflect on the various forms of teaching (Roffey- Barentsen, Malthouse, 2013). Expression of professional development. Reflective practice is like a core component of professional development (Zwozdiak-Myers, 2012). Assumption of personal development. Learning is like oxygen for personal growth and development (Bishop, Blake, 2007).
...a core component of professional development (p.13). Zwozdiak-Myers (2012)
on of pers onal deve lopment
as a term covering the prerequisites for individual, collective, and organisational reflection along the processes of learning (p.290). Tikkamaki, Hilden (2014) ...
... is an evaluative tool used as part of the learning process associated with personal development and growth. (p.8). Bishop, Blake (2007)
est iga
... can help students of those professions build the experience they need in order to be successful (p. 4). Marzano, Boogren ir kt. (2012)
Assumpti
One of the main goals of the Lithuania’s National Education Strategy for the period of 2013-2022 is to make pedagogical community composed of reflecting, continuously developed and effectively working professional teachers. Reflective thinking can be described as a fundamental cognitive process of teaching activities. Dewey (1910), the philosopher of the 20th century, analysed the reflective thinking deeper, emphasizing that „Thinking in its best sense is that which considers the basis and consequences of beliefs“(Dewey, 1910, p. 5). Thinking reflection is a key to reflective practice. Schӧn (1983) defined reflective practice as a person’s ability to think and learn from its experience. It is effective when the person is able to combine personal experience with emotional experiences and analyse its reactions to the previous experience, being able to assess the circumstances of its actions and the consequences. Reflective practice, as one of the major determinants, determining the teacher’s activity changes in a learning organization, requires a careful study, focusing on the creation of a favourable learning environment at school. Problematic issue: How is the teacher‘s reflective practice characterized and what are its dimensions and content? The object of research – dimensions of teacher’s reflective practice and their content in the context of a teacher’s professional activity. The aim – to analyze the dimensions of teacher’s reflective practice and their content. The research method – a systematic analysis of the scientific literature applying Rodgers (1989) evolutionary concept analysis method to determine the dimensions of reflective practice. The scientific literature search according to the essential word – reflective practice has been performed in EBSCO databases. It has been viewed 212 sources and their references. 25 sources are used in this presentation.
al n o i s s rofe p f o on i s s e r E xp
Introduction
g n i
m rf o
ex
ce n ie r pe
... searching questions about an experience. (p.7). Harrison (2010)
... is probably the most valuable tool in your box of resources learn from the experience, salvage what you need and move forward (p.7).Rushton, Suter (2012)
C O N S E Q U E N C I E S · · · · · ·
Personal development Personal growth and development Reflective intellect New and better understanding Insight Identity Trust
(Bishop, Blake, 2007, Finlay, 2008; Bolton, 2010 et. al)
D
E
Need of personal integrity
N
T
S
Need of investigation and aspiration for effectiveness
Need of reflection on experience
(Ghaye, 2010; Cartwright, McGregor, 2011; Rushton, Suter, 2012; Zwozdiak - Myers, 2012; Hilden, Tikkamaki, 2013 et. al)
1. The systematic analysis of a scientific literature suggests that the teacher’s reflective practice involves the Literature 1) Bishop, G., Blake, J. (2007). Reflective practice: a guide to reflective practice with workbook: for post graduate and post experience learners. UK: University of Huddersfield. 2) Bolton, G. (2010). dimensions of teaching (learning) from experience, deep Reflective practice: writing and professional development. London: Sage publications. 3) Cartwright, L., McGregor, D. (2011). Developing reflective practice: a guide for beginning teachers. Maidenhead: critical thinking, investigation of one’s own actions McGraw-Hill: Open University Press. 4) Dewey, J. (1910). How we think. Boston, New York, Chicago: D.C. Health. 5) Farrell, T. S. C. (2015). It's not who you are! It's how you teach! Critical competencies associated with effective teaching. RELC Journal, 46 (1), 79–88. 6) Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27. 7) Fook, J., Gardner, F. seeking for professional and personal development. (2007). Practising critical reflection: a resource handbook. Maidenhead: McGraw-Hill Education: Open University Press. 8) Geros mokyklos koncepcija. (2013). Prieiga per internetą: http:// 2. The teacher’s reflective practice promotes to think about www.nmva.smm.lt/. 9) Ghaye, T. (2010). Teaching and learning through reflective practice: A practical guide for positive action. London and New York: Routledge. the experience. It gives the understanding to change the 10) Harrison, J. (2010). Professional learning and the reflective practitioner. Dymoke, S., Harrison J. Reflective teaching and learning, Chapter1, 6-46, London: Sage. 11) Hegarty, B. (2011). Is behaviour so that teaching (learning) would be so what is reflective writing an enigma? Can preparing evidence for an electronic portfolio develop skills for reflective practice? Williams G., Statham P., Brown N., Cleland B. (Ed.) Changing most needed at that time. By sharing this understanding demands, changing directions proceedings ascilite, 580 – 593. 12) Hilden, S., Tikkamaki, K. (2013). Reflective practice as a fuel for organizational learning. Administrative Sciences, 3 (3), 76–95. 13) Lietuvos Respublikos Valstybinė švietimo 2013–2022 metų strategija. (2013). Prieiga per internetą: https://www.smm.lt. 14) Marzano, R. J., Boogren, T., Heflebower, T., Kanold-McIntyre, J., with other teachers, spreading it to the school community, Pickering, D. (2012). Becoming a reflective teacher. USA: Solution Tree Press. 15) Noone, C., Bunting, B., Hogan, M. J. (2016). Does mindfulness enhance critical thinking? Evidence is promoted not only the personal and professional for the mediating effects of executive functioning in the relationship between mindfulness and critical thinking. Frontiers In Psychology, 1-16. 16) Osterman, K. F., Kottkamp, R. B. (2004). development but also learning of the school as Reflective practice for educators. Improving schooling through professional development. California: Corwin Press. 17) Pitsoe, V., Maila, M. (2013). Re-thinking teacher professional development through Schon’s reflective practice and situated learning lenses. Mediterranean journal of social sciences, 4 (3), 211-218. 18) Rodgers, B. (1989). Concept analysis and the development of organization. nursing knowledge: the evolutionary cycle. Journal of advanced nursing, 14, 330–335. 19) Roffey-Barentsen, J., Malthouse, R. (2013). Reflective practice in education and training. London: Sage. 3. The teacher’s reflective practice is mostly associated with 20) Rushton, I., Suter, M. (2012). Reflective practice for teaching in lifelong learning. McGraw-Hill: Open university press. 21) Schon, D. A. (1983). The reflective practitioner. How professionals think critical thinking that enables the teachers to reflect on their in action. New York: Basic Books. 22) Tabassum, F., Malik, S. K. (2014). Teachers' attitude towards reflective practice in public and private sector at higher secondary level. New review, 36 (2), 278–288. 23) Tikkamaki, K., Hilden, S. (2014). Making work and learning more visible by reflective practice. Research in post-compulsory education, 19 (3), 287–301. activity, seeking for professional and personal growth and educational 24) Tummons, J., Duckworth, V. (2012). Doing your research project in the lifelong learning sector. Maidenhead, Berkshire: McGraw-Hill Education. 25) Zwozdiak-Myers, P. (2012). The teacher's development. reflective practice handbook: becoming an extended professional through capturing evidence-informed practice. London and New York: Routledge.
