Week 17 - Reflective Practice
Jay and Johnson (2002) Reflective Model
Step 1 (Descriptive stage): Briefly describe your current reflective practice
Thinking about my own reflective practices after watching and reading the required class documents, I feel a bit embarrassed to say what I do or what I don’t do. In Linda Finlay’s (2008) article ‘Reflecting on Reflective Practice’ she gave an example quote:
“Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity”
(Larrivee, 2000, p.293)
The first part of Larrivee’s (2000) quote made me question myself. Am I trapped? I know I make judgments, interpretations, assumptions on my students learning as well as my teaching practices all the time through my own observations on what is happening in the classroom. But I feel I have easily made unexamined judgments, interpretations and assumptions too, due to my understanding or lack of understanding, of the importance to practice critical reflection.
Step 2 (Comparative stage): Reflect on alternatives and other viewpoints in light of research
According to my results to the first question of the survey, I answered how I’ve always thought. If I can’t criticise my own work, I shouldn’t criticise my colleagues. However, I welcome critical feedback and expect it in my profession whether the outcome is successful or not. Though I welcome it, looking at my response to the second question, I believe I reflect all the time, making my own judgements and evaluations and these are often shared and discussed with colleagues. But as I continue to read Findlay’s article I start to feel that what I think I do as reflective may actually just be surface evaluation. Zeichner and Liston (1996) came up with five different levels at which reflection can take place during teaching and the more I read them, the more I know I need to gain more practice in reflecting for purpose.
Step 3 (Critical reflection) Given these various perspectives and the implications
- How does this reflective process inform and renew your perspective?
- What are the implications for your reflective practice when viewed from these alternative perspectives?
One thing I have confirmed for myself in this Reflective Practice, is that I can’t expect to grow, learn or change effectively without practice and theory. Gibbs’ Reflective Cycle (1988) suggests that practice and theory enrich each other in a never-ending circle. I’ve always known that reflecting on your own practices is an important part of growing mindsets and changing behaviours, however this weeks readings and research has me realising my knowledge of reflecting is very limited.
So where to from here? Hopefully over the weeks it will be evident through this blog that I will have grown more creative and reflective in my postings.
Resources:
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Skills Team Hull Uni. (2014, March 3). Reflective writing.[video file]. Retrieved from https://www.youtube.com/watch?v=QoI67VeE3ds
Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
TeachingEnglish Website (2011). Reflective Teaching - Exploring our own classroom practice. Retrieved from https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice
Larrivee, B. (2000). Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
Yang, S., H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.
School of Education, UoN (2014, February 14). Reflective Practice - Slideshare. Retrieved from https://www.slideshare.net/Rayedish/reflective-practice-44666975
Kia orana Ange, your post highlights a number of areas that I have identified in my reflection of this task. I understand where you are coming from when you say 'If I can’t criticise my own work, I shouldn’t criticise my colleagues'. Because we have to tidy up our own 'backyard' before doing anyone elses. We are learning to critically reflect on our own work and this is definitely a positive direction, which will take some getting use to.
ReplyDeleteJust from doing this reflective task, I have come to realise, what I am doing is trying to improve my practice in a variety of ways, to keep my finger on the pulse and in the most effective and 'doable way'.
I do have a one question that I would like to hear about, that is, what does the Ethical Criteria, described by Zeichner and Liston (1996), look like and sound like in your practice?
Thank you for sharing your post. I enjoyed reading it. Kia kaha tonu e hoa.
Kia orana for your comment my friend.
DeleteFor me 'Ethical Criteria' is me believing in myself and the choices I make in how I teach my learners. So what would this look like in my classroom or practices?
Making decisions on programmes that work effectively for my learners, not because it is the in thing happening in the school. For example, often schools have PD for whole school learning. However, the PD may not be what some learners need (one size does not fit all), so as the advocate for my learners, I need to be able to make choices that best fit my learners through evidence (student work), research, observations and reflections.
I hope my explanation made sense. I believe we all use 'ethical criteria' when we make decisions, but it's how you decide that really counts, do you use your own morals and values or do you allow the influence of others to make your choices?
Āe this totally makes sense!!
DeleteIn the past, my colleague and I have done exactly this. We recognised that that our ākonga were not achieving well in some areas. We reflected on our practice and then explored PLD opportunities to help us and our ākonga. This meant it was more meaningful and we could see progress in our practice and in achievement.
Keep up the great work e hoa!!
Hi Ange. Thanks for sharing your thoughtful post. I love that quote about criticism, sums up how I feel too. I agree it's important to make sure our reflections are not just superficial.
ReplyDelete