For those that have just tuned in, this whole week we’ll be giving you free extracts from our newly published book ‘Getting into Secondary Teaching‘.
In this snippet the book discusses reflexivity and reflective practice.
Reflection and reflexivity
The concept of reflexivity is often referred to in discussions of reflective practice as a way to enhance the quality of reflective practice. Reflexivity has been defined as:
an ability to recognize our own influence – and the influence of our social and cultural contexts on research, they type of knowledge we create, and the way we create it . . In this sense, it is about factoring ourselves as players into the situations we practice in (Fook and Askeland, 2006, p.45).
While reflective practice focuses on learning from professional activity reflexivity emphasises the importance of our own beliefs and actions in the type of professional activity we become involved in. Advocates of this model of reflective practice argue that developing the ability to be reflective and reflexive comes from committing to practicing it. Taking time to reflect-on-action by thinking, writing, discussing issues with peers and colleagues and researching key issues are common ways that your ITE course will maximise your opportunities to be reflective and reflexive.
Two student teachers, Lily and Hannah, share their experiences of reflection and why they found it such a powerful mechanism for learning.
STUDENT TEACHER VOICES
Lily:Reflection is the best tool that an outstanding teacher can have. With my specialist subject being such a broad subject including such varying topics, no teacher is going to be outstanding in every area; certainly not in your training year anyway. There is no excuse however, for not teaching a unit far better the second time you teach it. Regardless of the topic, every unit of work and indeed lesson should become better after each time you teach it; I believe this is the difference between good and outstanding teachers.
Hannah:A reflective and reflexive teacher can critically evaluate their lessons and identify strengths and areas for improvement and focus on these areas in future lessons. A reflective teacher will aim for continuous improvement so that their lessons enable students to make high levels of progress.
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