REFLECTIVE TEACHING

Historical background
1. It is more than just improving practice and developing additional competence
2. It has its roots in the work of a number of educational theorists and practitioners
3. reflection-in-action relates thinking and doing
Reflective teaching as professional development
1. Reflective teaching is beneficial for both pre-service and in-service teachers
  1. programs are becoming more devoted to developing reflective practices in their student teachers
  2. experience previous to a “real job” prepares professionals for a better performance
  3. These programs seek to help novice teachers become more aware of decision-making processes to help them
  4. acquire the necessary skills and values needed to function adequately
Theory vs. practice
1. teachers must posses a rich background knowledge
2. theory does not guarantee a good performance
3. The key is definitely a balance between theory and practice
4. be able to answer students’ questions
5. prepare teachers for the possible situations
6. linking theory and practice through reflective inquiry brings flexibility in instructional settings
Reflective teaching in foreign language contexts
1. these judgmental practices can impact positively in understanding what is going on
2. teachers should be involved deeply in the process
3. teachers are more interested in completing the lesson plan they have organized (regardless its effectiveness)
4. teachers can identify an issue or question to bring before the group and with the help of other colleagues

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REFLECTIVE TEACHING

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	Created by Alirio Beltrán over 8 years ago