EDU406 Short Topics

Topic133

Q1. What is Reflective Practice?

" Reflective practice is the habit of inquiring and investigating a problem situation to understand how to frame a solution".

Q2. Is good teaching a consequence of reflective practice?

It allows teachers to adjust and respond to issues. It helps teachers to become aware of their underlying beliefs and assumptions about learning and teaching. It helps teachers promote a positive learning environment.

Q3. What are the advantages of RP (Reflective Practice)?

1. Reflective practice is a way of studying your own experiences to improve the way you work.
2. It is very useful for health professionals who want to carry on learning throughout their lives.
3. The act of reflection is a great way to increase confidence and become more proactive and qualified.

4. In which way does reflective practice boost Teacher Professionalism? Reflective

practice can be a beneficial form of professional development at both the pre-service and inservice levels of teaching. By gaining a better understanding of their teaching styles through reflective practice, teachers can improve their effectiveness in the classroom.

Q5. What are the 3 levels of teacher knowledge and inquiry (Cochran-Smith & Lytle, 1999)?

1. Knowledge for practice
2. Knowledge in practice
3. Knowledge of practice

Topic134

Q1. The Moral Ethical Dimensions in RP (Reflective Practice). Describe?

The following dimensions (our attitudes) are very important for reflective practitioners:

1. Open-mindedness

A reflective practitioner should respect diversity Humility Hope in the learner.

1. Responsibility

A reflective practitioner needs to consider consequences and make meaning of the experiences of teacher and learner.

1. Engagement (Whole-heartedness)

Curious about subject and impact of teaching on learning. The reflective practitioner is somebody who is being very critical. And asking questions about the role as the teacher.

1. Teaching as an Artistry

Refines and hones the craft.

Topic135

Q1. To what things are the reflective practice linked?

Reflective Practitioner is then linked with knowledge, theory and practice. It is easy to think of it in terms of teacher knowledge and inquiry. We know that the process for teachers is very much reflexive.

Q2. What is the purpose of a reflective practitioner?

The purpose of a reflective practitioner is to be active contributors to the community in which they work.

Q3. For becoming a reflective practitioner which things do we need?

1. Research - Defines the direction of growth
2. Build capacity -Training
3. Infrastructure & Tools - Software Website library
4. Idea Incubation - align to school's curriculum
5. Knowledge Sharing - School magazine presentations
6. Knowledge creation/ sharing - Integrate with community

Q4. What are the two components of RP? Discuss either one?

Reflective practice has two key components:

1. Systematic enquiry:

It is an enquiry into professionalism in terms of teaching. It could bring beliefs to a conscious level.

2. Metacognition:

A type of reflection, metacognition is a way of thinking about one's thinking to grow.

Q5. The teacher growth model in RP. Discuss?

The teacher growth model facilitates the development of new knowledge, skills, and dispositions in teacher candidates by enabling critical reflection of actions in a realworld environment. In this model, teachers can pursue professional development through multiple modes of learning, which include reflective practice, research-based practice, conferencing and monitoring.

1. What are the communities of practice in RP? Discuss. " Communities of practice are groups of people who share information, insight, experience and tools about an area of common interest". (Etienne Wenger)

Topic136

1. The 'Community' is its membership, relationships and interactions.
2. The 'Domain or context is ' its identity and focus.
3. The 'Practice', its methods, knowledge and expertise.
4. The 'value', bringing to its members, the willingness to learn, contribute to existing

knowledge and practice.

Q2. Why establish a Community of practice in schools?

A mechanism to promote rapid sharing of knowledge and expertise across diverse interest groups.

1. Provides a forum to explore and test ideas.
2. Opportunity to generate new knowledge and practice.
3. Is responsive to emerging issues and opportunities.

Topic no 139

Teachers as lifelong learners

A lifelong learner teacher is strongly aware of the relationship between learning and real life, recognizes the need for lifelong learning and is highly motivated to engage in the process, and has the necessary confidence and learning skills.

Skills the teachers as a lifelong learners

In terms of skills the teacher as a lifelong learner is working with classroom management and organization of management and technological integration for example, interpersonal skills within the context of working. In terms of the dispositions the reflective practitioner is someone who is working to develop certain wisdom in terms of reflective practice and to also a cultural awareness and acceptance of values within the school environment. As well as a confidence and a competence with inquiry into the process of teaching and reflection.

Knowledge of teacher identity

In terms of knowledge teacher identity is developed through communication and through critical thinking and through these three domains we can consider particular aspects of the process of reflection. Knowledge definitely includes courses of education in order to develop us intellectually but also developing practical skills whether written or oral. Its written or oral communication which is a means of developing knowledge, quantitative literacy of what we are doing and also the ability to think what we are doing and also the approach to manage successfully as teachers. The skills domain is also significant for building confidence, confidence as teachers and confidence as experimenters in reflective practice.

Dispositions teacher as a lifelong learner

So, the teacher as a lifelong learner is always extending his knowledge, the practical knowledge, the subject knowledge and the experiential knowledge they are acquiring over time. Through this teacher identity really evolves into something quite powerful and of course there is dispositions domain the attitudes, the beliefs and the assumptions that an individual reflective practitioner has about teaching and about the patterns of professional selves.

Topic no 140

Knowledge communication

In terms of knowledge domain there is communication, how the reflective practitioner