1. Reflective teaching
By
Tahsin Farhat

2. Outline
• Introduction and Purpose
• Models
• Incorporation into practice
• Observation: Bangladeshi Context
• Pros and Cons

3. Reflective Teaching
What is reflection?
 Reflection is a response to
past experience
involves conscious recall and
examination of the experience
a basis for evaluation and
decision making
a source for planning and
action

4. Reflective Teaching
According to Schon
(1987)-
“It involves thoughtfully
considering one’s own
experiences in applying
knowledge to practice
while being coached by
professionals in the
disciplines”

5. Reflective Teaching
According to Hopkins and
Antes (1990)-
“Reflective teaching is an
action research and action
research is defined as a
tool of curriculum
development consisting of
continuous feedback that
targets specific problems
in a particular school
setting.”

6. Reflective Teaching
So….reflection or critical reflection is an activity or process in
which experience is recalled, considered, and evaluated, usually
in relation to a broader purpose..

7. Reflective Teaching
 Aims at systematic
Process
Aims at
establishing teachers
as “decision makers.’
 Aims at making
teachers as “reflective
practitioners.”
Purposes of Reflective Teaching:

8. Reflective Teaching
Purposes of Reflective Teaching:
Aims at making a
connection between teachers
and students
 Aims at developing
better working
relationship with
colleagues

9. Teacher Reflection Model
• The term refers the way which pre-service and in-
service programs deliver knowledge to learners.
• Key term- received knowledge
- experiential knowledge

10. Teacher Education Model
• 3 important models of teacher education-
The craft model
The applied science model
The comprehensive model
• Craft model
Expert teachers instruct the trainees and trainees
imitate them
Develops experiential knowledge

11. Teacher Education Model
• The applied science model
o Trainees are taught scientific knowledge and
expected to apply this knowledge in the classroom
o Teaching can be studied scientifically and objectively
o This term is an excellent source of received
knowledge but there is absence of experiential
knowledge

12. Teacher Education Model
• Comprehensive model
o Applies both to individual
teacher’s reflection and
training situations
o Reflective cycle

13. Received knowledge +
experiential knowledge
practice
reflection
Professional competence

14. Incorporation of Reflective Teaching :
 gives a reflection what is
being taught and what the
learners are actually able to
learn/gain from teaching.
 Strategic planning for
guiding students with a
particular purpose so that
they themselves can extract
meaning from any given
text is the basic need for
reflective teaching.

15. Techniques of Reflective teaching :
 Action Research
 Portfolio Development
 Participation in some professional development
institutes

17. Action Research :
 Can be conducted in teacher education
program.
 Designed to engage the reflective
participation of both pre-service and in-
service teachers.
 Beneficial for both teachers and learners.
Benefits :

18. Portfolio Development :
It is a favorite tool used in pre-service teacher
education.
It encourages novice teachers to gather
artifacts.
It includes reflective component for teachers
to include materials.
Portfolios are modified for teachers to apply
learning to practice.

19. Participation in Professional
Development Institutes :
It focuses on the teacher attitudes that affect
practice.
Offers novice teachers an opportunity to explore
attitudes.
It helps to develop management skills and
reflects on the ethical implications of practice in
classroom.
Causes teachers to step back and reflect on their
own style of teaching.

20. How Reflective Teaching in practice
benefits ?
Primarily
Teachers can have a deeper understanding of
their own teaching effectiveness.
Other Benefits :
 More comprehensive
Validation of teacher’s ideals
 Beneficial challenges to tradition
 Recognition of teaching as artistry

21. Observations:
• Practical issues:
• Teaching –
 Problematic profession
 Procedural
 Unpredictable
 Rapidly developing
Therefore, teachers need to be updated day by
day to teach effectively.

22. Some Observations:
IN Bangladeshi CONTEXT,
• Adopting Reflective teaching is Beneficial and
Effective,
• ‘Classrooms plagued with inadequacies’ -
Rubina Khan, 2005
• Pre-service programs are rather
theoretical.
• Little provision to practicum.
• Lack of training facilities & language proficiency

23. Possible in our context, if….
• Practicum module is launched
in all universities.
• Trainee teachers’ uptake to
reflective practice is facilitated.
• Trainee teachers are enabled
to think deeply about issues
related to teaching, learning,
professional development and
decision making

24. Reflective teaching is ESSENTIAL -
• Improvement of teaching can
be achieved from
‘reconstruction of experience’
– John Dewey, 1933
• Reflection in a process of self-
inquiry for decision making
and focusing on areas of
development’ – Rubina Khan,
2005

25. Conclusion
 Beneficial form of continuous professional
growth and development at both pre-service
and in-service levels of teaching.
 Significant because of the various potential
outcomes of teaching.

26. Thank you