EDU406 Glossary

 Asynchronous Discussion: The Practice

Asynchronous discussion as a practice of dialogic process needs to be designed. It just happened instantaneously and it can be designed by some other individual perhaps a mentor rather than RP. It’s very much about asking teacher to reflect on theories about teaching and how learning about teaching is being understood and applied in different situations.

 Conceptual concerns

Conceptual is something having to do with the mind, or with mental concepts or philosophical or imaginary ideas. An example of conceptual is when you formulate an abstract philosophy to explain the world which cannot be proven or seen. We define a conceptual model before designing the real thing. Often ideas are transplanted without sufficient care across philosophical disciplinary and cultural boundaries in the process becoming distorted or diminished.

 Critical Incident Analysis

Critical incident analysis (CIA) is one of the strategies frequently used to facilitate reflective learning. It involves the thorough description and analysis of an authentic and experienced event within its specific context.

 Critical Reflection

Critical reflection is a reasoning process to make meaning of an experience. Critical reflection is descriptive, analytical, and critical, and can be articulated in a number of ways such as in written form, orally, or as an artistic expression. Often, a reflection activity is guided by a set of written prompts.

 Developmental readiness

The degree of preparedness to act or respond to a particular stimulus is called readiness. Whereas, a person's developmental readiness is a state of psychological and intellectual preparedness.

 Dialogic Diaries · EDU406 · Glossary

Dialogic diary is a very useful tool for RP to engage in a dialogic dialogue. It's a type of reflective journal in which teachers or reflective practitioners reflect on their learning and a 'significant other' writes a response. Essentially, the written thinking passes between RP and the significant other and this becomes an ongoing dialogue. It is very useful tool and asynchronous discussions can occur through the journal and journal writing and its different stages over time. So a conversation is maintained between two people through the journal.

 Dialogic Reflection

Dialogic reflection is the reflection that occurs through the conversations. It occurs when teachers reflect on their practices through 'discourse with others' (Mann & Walsh, 2013. (2013). It contrasts with individual reflection, where teachers reflect on their practice on their own, such as by writing a reflective journal not shown to other people.

 Ethical concerns

• The teaching and application of reflective practice have generated a range of ethical concerns. • These relate to confidentiality right to privacy informed consent and professional relationships. • Practitioners who are engaging in reflective practice need to be aware of the risks and also of the potential for conflicts of interests. • A further problem to do with the impact on the individual reflector is the way reflection can involve constant striving for self-improvement. It can lead to feelings of self-disapproval and self- rejection (Quinn, 1988/2000).

 Forecasting

Forecasting is the process of making predictions of the future based on past and present data and analysis of trends. A commonplace example might be estimation of some variable of interest at some specified future date. Prediction is a similar, but more general term. Both might refer to formal statistical methods employing time series, cross-sectional or longitudinal data, or alternatively to less formal judgmental methods. Usage can differ between areas of application: for example, in hydrology, the terms "forecast" and "forecasting" are sometimes reserved for estimates of values at certain specific future times, while the term "prediction" is used for more general estimates, such as the number of times floods will occur over a long period.

 Formal Reflection

• Draws on research & theory • Provides guidance & framework for practice

 Gibb’s cycle for Deeper Reflection

• Gibb’s Model helps the Reflective Practitioner develop the type of thinking associated with deep thought.

 Guided Reflection

This involves engaging with a serious of questions that help the teacher to explore and reconsider their motivation or rationale for actions. These can be designed by the teacher or by another (e.g school directorate or principal) These cab be designed to form a reflective diary with one side of the page consisting of the descriptive material and the other consisting of the reflection and exploration.

 Informal Reflection

• Involved self-questioning • Develop our awareness our own assumption

 Pedagogical concerns

Reflective teaching raises two main pedagogic concerns Developmental readiness and The extent to which forcing teachers to reflect may prove counter-productive.

 Principles of RP

1. RP is problem oriented: problem posing as well as problem solving. 2. RP is based on action research. Action research is a powerful tool for change and improvement. 3. RP ensures that teaching and learning are research-led. 4. RP is date-driven ownership of the data is central to professional development.

 Professional Concerns

Professional concerns come to the fore when reflective practice is done badly, ineffectively or inappropriately. In such cases, the point of RP is missed and its value goes unrecognized. Then RP may simply rationalize existing practice.

 Rapid Reflection

• Immediate • On-going • Automatic action by the teacher

 Reflection

Reflection is a form of mental processing that we use to fulfill a purpose or achieve some anticipated outcome.

 Repair

In which a thoughtful teacher makes decisions to alter their behavior in response to student’s cues

 Retrospection

• Thinking back about a situation or experience • Models of thinking and reflection involve three fundamental processes

 Review

When a teacher thinks about discusses or writes about some element of their teaching

 Socratic Method

Socrates developed this approach to questioning reality based on thorough understanding of skills for questioning and cross examining evidence in order to arrive at the truth of a situation and a reflective practitioner can use this approach to help the reflective approach. It is a process of