Richards department of english, city polytechnic of hong kong most teachers develop their classroom skills fairly early in their teaching careers. Discuss how a coach utilises reflective practise to enhance their coaching performance. Be comfortable with silence while waiting for the person to. Your journey through this tru open learning program will be. Mentoring preservice teachers reflective practices to produce teaching outcomes. The purpose of this article is to document and describe actual coaching conversations between literacy coaches and teachers in elementary schools that were seeing important gains in students reading achievement. Coaching and peer involvement are two aspects of reflective practice seen most often at the preservice level. Coaching and peer involvement are two aspects of reflective practices seen most often at the preservice level. However, for reflection to genuinely be a lens into the world of practice, it is important that the nature of reflection be identified in such a way as to offer ways of questioning takenforgranted assumptions and encouraging one to see his or her practice. Schon 1993 suggested that reflective teaching practice is a continuous process and involves learner thoughtfully considering ones own experience in applying knowledge to practice while being taught by professionals. Mentoring preservice teachers reflective practices. Introduction this report will outline the use of reflection as a tool for coach development, and some of the methods by which it can be used to aid a coach in.
His innovative thinking around notions such as the learning society, doubleloop learning and reflectioninaction has become part of. Much of the research regarding reflection is with reference to teaching, however most of this can also be applied to coaching. International journal of evidence based coaching and mentoring vol. James e nolan, the pennsylania state unifesity in coaching reflection schons preferred term, although he also uses rejective supervision, the coach encourages teachers to reflect on their own practice, to make explicit to themselves what they are seeing, how they. Many coaches reflect on their coaching sessions, but the practice of reflection with a partner can help us see what we cannot see. Schon 1993 suggested that reflective teaching practice is a continuous. Building on the concepts of professional competence first introduced in his book the reflective. The reflective teacher center for the advancement of. Schon 1983 suggests that the reflective teacher brings to his or her practice both. Coaching manuals use different terms and language but commonly underline the importance of reflecting back, reframing and questioning e. A model for reflective teaching practices in coaching pedagogy.
Pdf reflection is now advocated by coach education programmes around the world as a framework for coaches to learn from their experience. A missing piece 501 teachers stimulates students growth and achievement in reading. Jaeger university of arizona issues in teacher education, spring 20 schon and the reflective practitioner the work of philosopher donald schon, particularly his emphasis on reflectioninaction, is highly relevant to teacher practice. A practice for reflection can vary in terms of how often, how much, and why reflection gets done. Crisfield 1998 considers coaching effectiveness to be determined by factors such as knowledge, skills, experience and philosophy. What is the difference between reflection and reflective practice. Rethinking teacher professional development through schons.
He recommends that educators engage in individual and group reflections and take advantage of opportunities to learn from experts and peers. The authors interpretation of these findings was influenced by. The notion of reflective practice in teacher education, often used in association with. This model of reflective coaching is similar to goldsberrys reflective supervision, garmstons collegial peer coaching, and schons reflective coaching. Reflective practice is simply creating a habit, structure, or routine around studying an experience. Teachers entering the profession may find their initial teaching efforts stressful, but with experience they acquire a. It was discovered that one of the most valuable contributions of their community experience was the opportunities it gave the students to think through and develop their own ideas about their practice. Reflection in coaching practitioner literature the coaching practitioner literature is expanding all the time. Reflection and reflective questions mah coaching support.
Donald schon made a remarkable contribution to our understanding of the theory and practice of learning. As teachers interact with the class, they exhibit what schon called. Institute for christian teaching education department of seventhday adventists a reflective teaching model. The following is a paper i wrote a few years ago on the use of reflection for student coaches. The work of schon is often used as a base for discussing reflective practice. Critically reflective teaching occurs when teachers identity and scrutinize the assumptions. Reflective practice is an improvement tool to produce a change in practice knowles et al.
Discuss how a coach utilises reflective practise to enhance their coaching performance reflection is used to improve coaching performance through a variety of. In a 1993 study on how student teachers develop the skills necessary for reflective teaching. While schons 1983 theory differs in the criteria that constitute the content of reflection, in that he does not consider teaching to be the imple mentation of scientific theory in the sense that dewey 1933 theorised, he, and others who are inspired by deweys work to support reflective teaching. Reflection as a coach development tool coach growth. The role of reflective teaching in teacher education reflective practice is used at both the preservice and inservice levels of teaching. Reflective practice and coaching link reflective practice is explicitedly detailed as being essential in increasing coaching effectiveness crisfield, 1998. To facilitate learning and to encourage a reflective process, it is suggested that each participant keep a journal. Despite the gulf between theory and practice mentioned earlier, schon notes that. Reflective practice challenges teachers who have unquestioned assumptions about good teaching, and encourages them to examine themselves and their practices in the interest of continuous improvement. Assumptions of reflective teaching theory reflective teachers are knowledgeable about pedagogy methods and theories of teaching we can learn a lot about teaching from selfinquiry much of what happens during teaching is unknown to the teacher experience is not enough to grow as a teacher. Becoming a reflective learner thompson rivers university.
Conclusion the similarities between the views and opinions expressed by participants and the theories of reflective c. In a 1993 study of how student teachers develop the skills necessary for reflective teaching during their field experiences, ojanen explores the role of the teacher educator as coach. The first stage of becoming a reflective practitioner is to develop the skill of critically reflecting on experience, or what donald schon described as the capacity to reflect on action so as to engage in. He is also famous for his contribution of the development of the single loop learning and double loop learning theory biography donald schon. Read the lesson, then take a quiz to test your knowledge. Reflective practice is the ability to reflect on ones actions so as to engage in a process of. The second stage of reflective practice schon calls reflection in action, and can best be described as the ability to think on ones. While schon s 1983 theory differs in the criteria that constitute the content of reflection, in that he does not consider teaching to be the imple mentation of scientific theory in the sense that dewey 1933 theorised, he, and others who are inspired by deweys work to support reflective teaching. International journal of evidence based coaching and mentoring, 102, 5264. Reflection is defined by stenhouse 1975 p144 as a capacity for autonomous professional selfdevelopment through systematic selfstudy. Reflective practice can be beneficial to preservice and inservice teacher professional development.
Teacher educators can most effectively coach student teachers in reflective practice. Developing mentoring and coaching relationships in early. Box 45, shashamane ethiopia 38099 iastitute for christian teaching 12501 old columbia pike silver spring, md 20904 usa prepared for the. A recent trend in second language teaching is a movement away from methods and other external or top down views of teaching toward an approach that seeks to understand teaching in its own terms. In some cases, reflective questions from a chapter in the text have been repeated in this manual because they seemed to serve group discussion well. Art had been working with a supervision model long before we came together in the early 1980s. Reflective practice has an allure that is seductive in nature because it rings true for most people as something useful and informing. This video could be used as an introduction to reflective coaching and the use of reflective questions, with opportunities to explore the different types. Reflection can also vary in depth from simply noticing present experience to deep examination of past events. Reflection in model youth sport coaches article pdf available in journal of teaching in physical education 211.
Donald schon introduced the concept in 1987, and since then, many schools, colleges, and departments of education have begun designing teacher education and professional development programs based on. Reflective learning organizations have invested in coaching programs for their emerging and established. Reflection is used to improve coaching performance through a. Hallettlearning through reflection in the community 109 practice and coaching outlined by schon are very striking. An effective reflective coaching process often involves moving back and forth through seven specific levels of analysis. Can supervisory practice embrace schions view of reflective supervision. Pdf schons notion of reflective practice was a reaction against an instrumental. Becoming a reflective learner many of us have had experiences as passive learners.
Find out what reflective teaching is and how to apply it in your teaching practice. That is, we have been required to read textbooks and journal articles, listen to lectures and write exams dependent on rote memory. Each level offers a different perspective and a different reflective lens. Jaeger university of arizona issues in teacher education, spring 20 schon and the reflective practitioner the work of philosopher donald schon, particularly his emphasis on reflection inaction, is highly relevant to teacher practice. Reflective practice is digital education resource archive.
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