From good to outstanding - Becoming a reflective teacher

How do we become the teachers we want to be? It is part of a lifelong process of learning, reflecting, challenging our assumptions, adapting, and changing and renewing our skills and knowledge.

reflection

 

Loughran (2002) writes, ‘It is through the development of knowledge and understanding of the practice setting and the ability to recognize and respond to such knowledge that the reflective practitioner becomes truly responsive to the needs, issues, and concerns that are so important in shaping practice’(p.9).


Loughron cites philosopher and educator John Dewey (1933), who encouraged the reflection on complex situations and the subsequent questioning of what needs to be done to change and improve. y

Of course professional reflection requires constant focus on yourself and consideration of the suppositions you bring to teaching; the nature of the students you work with; and the context in which the teaching and learning takes place - the political, sociological and cultural issues that impact on your work Ryan (2005).