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REFLECTIVE PRACTICE ON INSTRUCTIONAL PLANNING: RELEVANCE AND CONTRIBUTION TO PRE-SERVICE TEACHERS’ PROFESSIONAL DEVELOPMENT

Year 2015, Volume: 1 Issue: 3, 211 - 217, 29.12.2015

Wan Nurul Elia Haslee Sharil Chris Kyriacou

https://doi.org/10.18768/ijaedu.92247

Abstract

Over the years, a number of researches have investigated reflective practice. The areas of reflective practice researched include investigating teacher belief and intention, knowledge formation and teacher actions. A distinction between in-service and pre-service teachers has also been made in recognition of the different dynamics that these two groups of teachers possess. This paper explores the impact that reflective practice can have in developing pre-service teachers’ professional development, particularly on instructional planning, by focusing on what entails reflective practice and instructional planning, the dimensions that underpin reflection, and how the convergence between reflection and instructional planning may contribute to pre-service teachers’ professional development.

Keywords: Reflective practice, pre-service teachers, teacher education, teacher training

References

  • Akbari, R. (2007). “Reflections on Reflection: A Critical Appraisal of Reflective Practices in L2 Teacher Education”. System. 35(2), 192-207.
  • Ball, A. L., Knobloch, N. A., & Hoop, S. (2007). “The Instructional Planning Experiences of Beginning Teachers”. Journal of Agricultural Education. 48(2), 56-65.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44.
  • Baylor, A., Kitsantas, A. & Chung, H. (2001). The Instructional Planning Self Reflective Tool: A Method for Promoting Effective Lesson Planning. Educational Technology. 41(2). 56-59.
  • Baylor, A. L., Kitsantas, A. (2005). A Comparative Analysis and Validation of Instructivist and Constructivist Self-Reflective Tools (IPSRT and CPSRT) for Novice Instructional Planners. Journal of Technology and Teacher Education, 13(3), 433-457.
  • Chitpin, S., Simon, M., & Galipeau, J. (2008). Pre-service teachers’ use of the objective knowledge framework for reflection during practicum. Teaching and Teacher Education, 24(8), 2049-2058.
  • Colton, A. B., & Sparks-Langer, G. M. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44(1), 45-54.
  • Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17(1), 89-106.
  • Dewey, J. (1933). How we think: Courier Corporation: New York.
  • Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2011). Promoting reflection in teacher preparation programs: A multilevel model. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 0888406411420887.
  • Farrell, T. S. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070-1082.
  • Hinett, K., & Weeden, P. (2000). How Am I Doing?: developing critical self-evaluation in trainee teachers. Quality in Higher Education, 6(3), 245-257.
  • Ho, B. (1995). Using Lesson Plans as a Means of Reflection. ELT Journal. 49(11). 66- 71.
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85.
  • Lee, H.-J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715.
  • Loughran, J. J. (2002). Effective reflective practice in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
  • Popper, K. (1959). The logic of scientific discovery. New York: Basic Books.
  • Pultorak, E. G. (2014). Reflectivity and Cultivating Student Learning: Critical Elements for Enhancing a Global Community of Learners and Educators: Rowman & Littlefield.
  • Ruys, I., Van Keer, H., & Aelterman, A. (2012). Examining Pre-Service Teacher Competence in Lesson Planning Pertaining to Collaborative Learning. Journal of Curriculum Studies, 44(3), 349-379.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126): Basic books. College Record, 104(7), 1393-1421.
  • Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education, 16(5–6), 575-591.
  • Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research & Development, 26(3), 281-295.
  • Poom-Valickis, K. (2014). Novice Teachers’ Professional Development During the Induction Year. Procedia-Social and Behavioral Sciences, 112, 764-774.
  • Powell, E. (2005). Conceptualising and facilitating active learning: teachers’ video‐stimulated reflective dialogues. Reflective Practice, 6(3), 407-418.
  • Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1(1), 33-50.
  • Qing, X. (2009). Reflective Teaching--an Effective Path for EFL Teacher’s Professional Development. Canadian Social Science, 5(2), 35-40.
  • Yesilbursa, A. (2011). Reflection at the interface of theory and practice: an analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36(3), 6.
  • Zeichner, K. M., & Liston, D. P. (2013). Reflective Teaching: An Introduction: An Introduction: Routledge.
  • Zwozdiak-Myers, P. (2010). Teacher as a researcher/reflective practitioner. Learning to teach physical education in the secondary school: A companion to school experience, 1265.

Year 2015, Volume: 1 Issue: 3, 211 - 217, 29.12.2015

Wan Nurul Elia Haslee Sharil Chris Kyriacou

https://doi.org/10.18768/ijaedu.92247

Abstract

References

  • Akbari, R. (2007). “Reflections on Reflection: A Critical Appraisal of Reflective Practices in L2 Teacher Education”. System. 35(2), 192-207.
  • Ball, A. L., Knobloch, N. A., & Hoop, S. (2007). “The Instructional Planning Experiences of Beginning Teachers”. Journal of Agricultural Education. 48(2), 56-65.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44.
  • Baylor, A., Kitsantas, A. & Chung, H. (2001). The Instructional Planning Self Reflective Tool: A Method for Promoting Effective Lesson Planning. Educational Technology. 41(2). 56-59.
  • Baylor, A. L., Kitsantas, A. (2005). A Comparative Analysis and Validation of Instructivist and Constructivist Self-Reflective Tools (IPSRT and CPSRT) for Novice Instructional Planners. Journal of Technology and Teacher Education, 13(3), 433-457.
  • Chitpin, S., Simon, M., & Galipeau, J. (2008). Pre-service teachers’ use of the objective knowledge framework for reflection during practicum. Teaching and Teacher Education, 24(8), 2049-2058.
  • Colton, A. B., & Sparks-Langer, G. M. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44(1), 45-54.
  • Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17(1), 89-106.
  • Dewey, J. (1933). How we think: Courier Corporation: New York.
  • Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2011). Promoting reflection in teacher preparation programs: A multilevel model. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 0888406411420887.
  • Farrell, T. S. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070-1082.
  • Hinett, K., & Weeden, P. (2000). How Am I Doing?: developing critical self-evaluation in trainee teachers. Quality in Higher Education, 6(3), 245-257.
  • Ho, B. (1995). Using Lesson Plans as a Means of Reflection. ELT Journal. 49(11). 66- 71.
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85.
  • Lee, H.-J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715.
  • Loughran, J. J. (2002). Effective reflective practice in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
  • Popper, K. (1959). The logic of scientific discovery. New York: Basic Books.
  • Pultorak, E. G. (2014). Reflectivity and Cultivating Student Learning: Critical Elements for Enhancing a Global Community of Learners and Educators: Rowman & Littlefield.
  • Ruys, I., Van Keer, H., & Aelterman, A. (2012). Examining Pre-Service Teacher Competence in Lesson Planning Pertaining to Collaborative Learning. Journal of Curriculum Studies, 44(3), 349-379.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126): Basic books. College Record, 104(7), 1393-1421.
  • Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education, 16(5–6), 575-591.
  • Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research & Development, 26(3), 281-295.
  • Poom-Valickis, K. (2014). Novice Teachers’ Professional Development During the Induction Year. Procedia-Social and Behavioral Sciences, 112, 764-774.
  • Powell, E. (2005). Conceptualising and facilitating active learning: teachers’ video‐stimulated reflective dialogues. Reflective Practice, 6(3), 407-418.
  • Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1(1), 33-50.
  • Qing, X. (2009). Reflective Teaching--an Effective Path for EFL Teacher’s Professional Development. Canadian Social Science, 5(2), 35-40.
  • Yesilbursa, A. (2011). Reflection at the interface of theory and practice: an analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36(3), 6.
  • Zeichner, K. M., & Liston, D. P. (2013). Reflective Teaching: An Introduction: An Introduction: Routledge.
  • Zwozdiak-Myers, P. (2010). Teacher as a researcher/reflective practitioner. Learning to teach physical education in the secondary school: A companion to school experience, 1265.
There are 29 citations in total.

Details

Journal Section Articles
Authors

Wan Nurul Elia Haslee Sharil

Chris Kyriacou

Publication Date December 29, 2015
Submission Date December 29, 2015
Published in Issue Year 2015Volume: 1 Issue: 3

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EndNote Sharil WNEH, Kyriacou C (December 1, 2015) REFLECTIVE PRACTICE ON INSTRUCTIONAL PLANNING: RELEVANCE AND CONTRIBUTION TO PRE-SERVICE TEACHERS’ PROFESSIONAL DEVELOPMENT. IJAEDU- International E-Journal of Advances in Education 1 3 211–217.

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