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Lecture 5 and 6_Teaching Philosophies and Reflective Practice

The document discusses the importance of reflection in teaching, defining it as a careful consideration of beliefs and knowledge to improve teaching practices. It outlines different types of reflection, including reflection-for-practice, reflection-on-practice, and reflection-in-practice, emphasizing their roles in enhancing student engagement and learning. Additionally, it highlights the need for teachers to critically assess their teaching strategies and responses to student contributions to foster effective learning environments.

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Ntuthu Tshoks
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18 views11 pages

Lecture 5 and 6_Teaching Philosophies and Reflective Practice

The document discusses the importance of reflection in teaching, defining it as a careful consideration of beliefs and knowledge to improve teaching practices. It outlines different types of reflection, including reflection-for-practice, reflection-on-practice, and reflection-in-practice, emphasizing their roles in enhancing student engagement and learning. Additionally, it highlights the need for teachers to critically assess their teaching strategies and responses to student contributions to foster effective learning environments.

Uploaded by

Ntuthu Tshoks
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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JMN 454 L5 and 6:

Teaching philosophies
and reflective practice
23 October 2024
Dr Climant Khoza; [email protected]
What is reflection?
“Active, persistent and careful consideration of any belief or
supposed form of knowledge in the light of the grounds that
support it and the further conclusions to which it tends’’ (Dewey,
1933, p. 9).

Teachers can look back on events, make judgments about them,


and alter their teaching behaviors in light of craft, research, and
ethical knowledge.

Let us compare the two descriptions…


How does one reflection – The significance
• What am I doing and why?
• How can I better meet my students’ needs?
• What options are available?
• How can I encourage more involvement or learning on the
part of the students?
• Have I considered my own values as a professional and my
comfort level in acting on those values?
• What conscious choice can I make to make a difference?
What is a teaching philosophy?
Theoretical grounding of reflection
Types of reflections

 Reflection-for-practice
 Reflection-on-practice
 Reflection-in-practice
Reflection-for-action (a foundation for reflection-in-
practice; continuous with reflection-on-practice)
What to reflect on:
• Selection of concepts and objectives of the lesson.
• Possible teaching and learning strategies.
• Possible learners’ misconceptions.
• Areas of difficulty in the topic.

Showing interaction of these aspects is evidence of reflection!


Why?
Reflection-in-action – During the lesson
What to reflect on?
• Specific learner contributions
• How learners engage with the content
• Your responses to learner contribution
Reflection-on-action then for-action
What to reflect on?
• Critical incidents/trigger evens that happened during the
teaching. Use the typology suggested by Jay and Johnson
(2002)

Some examples that align to the domains of PCK and


manifestations??
Enacting reflection as a science teacher –
How, when and evidence

The transcript – Can you ‘see’ reflection in the transcript?


Thank You

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