From good to outstanding - Becoming a reflective teacher
How do we become the teachers we want to be?
Teaching is not the easy and straightforward process that some of the public and the media imagine it to be. In fact, teaching is an incredibly complex and demanding profession. Not only are teachers responsible for curriculum and learning development but they need to respond to a host of other complex issues, diverse student needs, community and governmental requirements and to their own professional growth and values.
In order to constantly improve, teachers need to develop a habit of both personal and collaborative reflection through thoughtful and focused analysis of their practice. This reflection is likely to hone in upon what happens prior to, during and after interactions with our students. It is part of a lifelong process of learning, reflecting, challenging our assumptions, adapting, and changing and renewing our skills and knowledge.
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).