What does it mean to be a reflective practitioner in education?
A reflective practitioner builds and examines knowledge about learners, the culture and curricula of schooling, and the contexts in which teaching and learning occur; such a practice assists an educator to simultaneously renew, invigorate, and maximize the teaching process.
What is reflection in action Schon?
Schön calls the second level of reflective activity ‘reflection-in-action’. He describes this as the capacity of professionals to consciously think about what they are doing while they are doing it. This is to question the assumptions inherent in ‘knowing-in- action’.
Why is it important to be a reflective practitioner in teaching?
Reflective practice develops your ability to understand how your students learn and the best ways to teach them. By reflecting on your teaching, you identify any barriers to learning that your students have. Reflective practice also helps create confident students.
What is Schön theory?
Schön’s theory is that there are two types of reflection, one during and one after an activity or event. Example of using Schön’s model. Reflection in action. You are in a lecture and keep being distracted by thinking about what to have for lunch!
Who exactly is a reflective practitioner?
A ‘reflective practitioner’ is someone who, at regular intervals, looks back at the work they do, and the work process, and considers how they can improve. They ‘reflect’ on the work they have done.
What are key characteristics of a reflective practitioner?
Characteristics Of A Reflective Practitioner
- Qualities Of An Outstanding Teacher Essay.
- Learning Style Inventory.
- Reflective Account On Social Work.
- Kinesthetic Learning Style Study.
- Impulsiveness In Motivational Interviews.
- Time Management Reflection.
- Reflective Practitioner Reflection.
What knowledge and skills do I need to be a reflective practitioner?
Skills and attitudes for reflective practice The literature commonly refers to the following as being the skills required of reflective practice: self awareness, description, critical analysis, synthesis and evaluation (Atkins & Murphy, 1994).
How do you reference Schön 1983?
Schön, The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983. ISBN 0–465–06874–X (hbk); ISBN 0–465–06878–2 (pbk).
How educators can be reflective in their practices?
thinking deeply about an interest, issue, event, or practice from different perspectives. being honest about all aspects of practice including elements that are positive and those that are of concern. monitoring pedagogy and curriculum as part of a cycle of continuous improvement. listening to and learning from others.
What is Schön model?
Who is Schön 1983?
Donald A. Schön, The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983. First published in 1983, the book describes the ways in which practitioners in professional activity routinely confront dilemmas in their work that their training does not adequately prepare them to solve.