Professional Documents
Culture Documents
Critical Thinking and Reflective Practice
Critical Thinking and Reflective Practice
Answer
There has been a concerted effort among universities and higher educational institutions .To
strive to incorporate logical thought in their education. As if, Study proof Students might not
think critically because their teachers do Critical thinking cannot adequately be incorporated into
their everyday practice as It needs some sort of reflection. With this is applied critical
thought Bloom's Taxonomy equated to higher order analytical skills: study, Synthesis and Analy
sis.This is seen as a means ofreinforcing critical thinking. The research also attempts to determin
e how teachers see themselves and how they see themselves .Their teaching practices, as this als
o shows how much reflectivity they have .They believe they do. It's believed that reflective
thinking (Dewey, 1933) strengthens Critical thought.
Teacher Reflective Thinking Practices
According to Boody(2008),teacher reflection can generally be characterized as: retrospection,
problem solving , critical analysis and putting thoughts into Event.
Teacher reflection as retrospective analysis
Ability to self-assess
Teacher reflection as a problem solving process
Awareness of how one learns
Critical reflection of self
Developing continuous self improvement
Reflection on beliefs about the self and self-efficacy
The Present Study
Many papers stressed that critical thinking is of a social nature and requires that the learner
reflect. But it also needs to be noted this would also affect how reflective teachers are towards th
eir lessons clear thinking skills for teachers.
The research questions which underpin this study are:
1) Do the teachers do reflective teaching?
2) How do the teachers and their teaching practices think about themselves?
METHOD
The research questions have led us to both use the interpretive approach as well as statistical anal
ysis of the data collected with a view to making it richer.Approach, the individual takes on
personal meaning when dealing with it The world around them so that it makes sense.
Design and Procedure
Participants
Ability to self-assess
Using Feedback and Evidence
DISCUSSION:
The findings show that a majority of the teachers only measured themselves ensure they did
their work properly.There was no hint that they decided to improve their own performance to enh
ance and improve their Enrich studentlearning However, the findings showed only a few teachers
interested in continuing to assess their own discipline. They appeared uncertain about
using student input develop their discipline. They knew how important it was to get feedback.
CONCLUSION:
The findings indicated that teachers were typically not critically reflective as our answers did
not show they were actively learning the four Processes: examination of the premises,
sense of meaning, creative speculation And analytical scepticism that was predictive according
to Brookfield (1988) Of those activities. We were more interested in how their tests were
carried out Pupil. Even these teachers had other expectations of schooling, their pupils and
Superiors who have not been commented on. They tended to teach and act based on those
expectations themselves. This could lessen the effectiveness of their Nevertheless, this study
did not explore the perceptions of these Teachers carry on learning and self-esteem.
Part 2
Write any 5 practices which you will adopt in your teaching practice. Explain why
you want to adopt them.
ANSWER
School districts will improve the effectiveness of their professional development for teachers by
adopting these basic guidelines:
1:
Keep it quick. Identify and concentrate on one or two teaching goals each year effective teaching
methods the district needs teachers to learn, refine or develop. Ideally, schools will pick the
priorities from the teachers themselves, with feedback. Such goals and objectives will be
explicitly articulated at all levels of the organisation.
2:
Organize all of the school funding available to help teachers implement these goals of instruction
.Our organization believes that introducing teachers to a new way of teaching reading or writing
without proper support for follow-up just confuses the teacher and frustrates him.
3:
School districts will make a concerted effort to promote the adoption of educational goals by
teachers through training activities, instruction, primary assessment, meetings at staff and grade l
evel, and appraisal systems. Yet the best professional learning in the end comes from teachers
coaching each other. Where schools will create a collaborative, intellectually stimulating
atmosphere.
4:
To help teachers track implementation create a feedback loop. As schools identify the results
they want to achieve, instructor evaluations and student data can be used to provide teachers
with knowledge on how improvements impact student achievement. Teachers may need support
in learning how to perform related assessments, evaluate and interpret the data and adjust their
instruction in response to the data.
5:
It takes time to realize that change. Too often, schools are focused on something for a year,
instead revamping their strategies and starting a whole new set of next year's goals.
Administrators must understand that when implementing changes in the second year,
teachers will still need help.
DISCUSSION
Providing students with an opportunity to adapt what they learn in the classroom to real-life
experiences has proved to be an successful way to disseminate information and incorporate it.
The case method is an instructional technique which involves students in active discussion
of practical application-inherent issues and problems. This may point to basic dilemmas or
essential problems .
There are several ways to encourage debate. For example, some faculty start a lesson with a
whole group discussion to refresh memories about the read(s) assigned to the students. Some fac
ulty consider it beneficial to have students list key points or emerging problems, or to produce
a collection of questions that derive from the assigned read(s). Such techniques can also help
concentrate big and medium.
Meyers and Jones (1993) describe active learning as learning environments that allow students to
talk and listen, read , write, and reflect as they explore course content through problem-solving
exercises, informal small groups, simulations, case studies , roleplaying, and other activities all
of which enable students to apply what they are learning ,A number of research show that
learning is process.
Cooperative Learning is a formal pedagogical technique that allows small groups of students to
cooperate to accomplish a shared goal. The term 'Collaborative Learning' is often used as a
synonym for cooperative learning when it is, in fact, a separate strategy encompassing
a wider range of group interactions such as the development of learning communities.
Educators today recognize that computer literacy is a major part of student education.
Where applicable,incorporating technology into a course curriculum is proving useful in
improving and expanding the learning experience for faculty and students.
Many faculty have found electronic mail to be a useful means of encouraging student
/ student communication between class meetings.