Both of these examples stand in stark contrast to the ways in which most leaders use their time. In reflective thought, a person examines underlying assumptions, core beliefs, and knowledge, while drawing connections between apparently disparate pieces of information.
Nonetheless, teaching experiences are not enough to foster development unless they are consciously reflected on, and teachers are encouraged throughout their careers to take on the role of reflective practitioners where they consciously subject their beliefs and classroom practices about teaching and learning to critical analysis Farrell, Most educators agree that reflective practice is desirable indeed.
However, it has been difficult to reach consensus on a definition of reflection and even to find a consensus on what type of reflective practices are beneficial to teacher learners in teacher education programs. Additionally, there is little consensus on whether reflective practice can promote teacher development and improved classroom practices once teachers have graduated Farrell, It is not my intention however in this article to outline a comprehensive framework that can bring reflective practice definitions, models and strategies for its implementation to all levels in the field of TESOL Teaching English to Speakers of Other Languages teachers, as I have already attempted to tackle that issue with a new book see Farrell, Instead, I would like to focus on a neglected yet necessary aspect of implementing the process of reflective practice in language education.
What is missing in many of the discussions on reflective practice in many fields of study is the need to develop a reflective disposition. Therefore, I maintain that when teachers engage in reflective practice they not only develop knowledge of reflective methods and strategies to achieve an end product of reflection, but also develop necessary three main character attitudes to accompany the reflective process, which include open-mindedness, responsibility, and whole-heartedness.
The first of these components involves a process a systematic way of thinking and an end product or meaning-making. The second component of reflection includes a specific reflective disposition composed of three main attitudes: Dewey noted that these dispositions are not passive attitudes, but a desire to actively consider multiple viewpoints of all people concerned.
The third component is that any real reflective thinking involves some kind of language and communication, which is best accomplished in the company of others.
Unfortunately, just like our continual methods fetish in language teaching, many scholars and practitioners over the years seem to have focused solely on the strategies and methods associated with achieving some fast and neat end product of reflection, which has tended to turn reflective practice into some routine action.
Dewey ironically considered that such routine action can lead to achieving a pre-desired end with the means for getting those ends problematic.
Above all, Dewey considered reflection a form of freedom from routine behavior: Reflection emancipates us from merely impulsive and merely routine activity, it enables us to direct our activities with foresight and to plan according to ends-in-view or purposes of which we are aware, to act in deliberate and intentional fashion, to know what we are about when we act.
Thus, reflection is not a point of view with end products however well-intentionedbut a process of planned exploration and examination of also the means process and context associated with reflection. The means associated with reflection must also be accompanied with a disposition to reflect, or a willingness to actively challenge our comfortable and for many, taken for granted parts of our professional lives and undergo the trouble of searching while at the same time enduring a state of suspense as we do not know what we will find.
Most important factor in the training of good mental habits consists in acquiring the attitude of suspended conclusion, and in mastering the various methods of searching for new materials to corroborate or to refute the first suggestions that occur.
To maintain the state of doubt and to carry on systematic and protracted inquiry—these are the essentials of thinking. It most likely includes all of these. In other words, knowledge is not enough as attitude all matters if one wants to engage in reflective inquiry.
Dewey continues to state that: No matter how much an individual knows as a matter of hearsay and information, if he has not attitudes and habits of this sort, he is not intellectually educated.Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach.
The main reasons for the adoption of reflective approach and reflective thinking: There are many reasons for the adoption of reflective approach and reflective thinking in teacher development programs which I think they are considered positive aspects.
Reflective Activity The extant standard encourages professional accountants and students to undertake periods of reflection in relation to lessons learned from ethical situations, but it is not set as a.
Reflective Teaching: An Approach to Enrich the English. Teaching Professional Practice. model favors the adoption of a top down model in which teachers do not have voices, are not invited to teach reflectively, and are not Reflection is considered as a thinking process, resulting in creating alternatives.
Applied Integrative Techniques as a Reflective Research Framework Kenneth D Strang1, Phd, MBA, BSc, FLMI, •learn by doing approach •reflective thinking technique getting a feeling for it and for consequences and implications of its adoption” (Schön, p).
Johns C () Becoming a reflective Practitioner. Oxford Blackwell Science Reflective Practice for Practise- a framework of structured reflection for clinical areas. London Fulton Publishers Johns C () The value of reflective practice for Nursing.
JCN 4, Matter of choice Adoption of a reflective approach Organisational.