The Application of Reflective Practice in Teaching.

Introduction

 

Annotated Bibliography and examining the application of reflective practice in teaching.

 

Annotated Bibliography

Wellington, B. (1991, March 3). The Promise of Reflective Practice. Educational Leadership, 5,

4-5

Wellington (1991) examines the application of reflective practice in teaching. The purpose of the article is to emphasize the primacy of the reflective experience, above the knowledge gained from theory. In order to convey the message, Wellington gives an example of the experience of teachers in America. In addition, Wellington uses an analogy of the wildflower that plays a unique natural role in the city where there are beautiful constructions where glass and concrete predominate. Wellington finds that, as a result of increased pressure from quality control measures, teachers in America have limited ability to apply the knowledge gained through experience in teaching. Wellington concludes that applying reflective teaching experience in teaching increases the morale of teachers, their relationship with students and the overall quality of the teaching practice. The main limitation of the study is that the writer gives only one general example to support the findings. To strengthen the study, Wellington should have given an example of a situation where the application of reflective practice has improved the quality of the teaching practice.

After reading the article by Wellington I have gained new knowledge about the primacy and the impact of reflective practice, above the theoretical knowledge. The information in the article is relevant to the extent that it is applicable in all circumstances in life, and not just in the teaching practice. I realized that in everything I do, I should reflect on the practice and apply the knowledge gained in improving my performance. However, the article by Wellington is more than two decades old. There are many changes that have occurred in the education system over the last two decades. In addition, Wellington gives only one example to support the findings. Consequently, I found the article to be an unreliable source for current research.

 

Canning, C. (1991, March 3). What Teachers Say about Reflection. Educational Leadership, 5,
18 -21

Canning (1991) presents a study that was conducted to students and teachers who had been engaging in reflective practice, in the University of Northern Iowa. The purpose of the study is to determine the experiences of the students and teachers from the reflective practice. The researcher and colleagues were also actively engaged in the process. The researcher adopted an empirical approach and collected information from the respondents using the interview method. The findings of the study showed that each of the participants had unique perspectives on reflective practice. As well, each participant had developed his own structure of reflective practice. However, there were comments that were common. For instance, several teachers said that reflection practice led them to developed internal dialogue. From the findings, it was apparent that reflective practice is an intrapersonal practice that enables individuals to develop unique insights about themselves and about the teaching practice. The researchers concluded that experience in reflective practice is different in different contexts. As a result, each teacher develops his own unique way of teaching. One notable limitation of the study is that the researchers conducted the study in only one university and they used it to make a general conclusion for all teaching contexts. The study could have been strengthened by carrying out similar researches in different schools.

 

Conclusion

 

From the information in the article, I learned that I do not need to follow a formal structure in the things that I do and that I should modify the formal structure based on experience. Based on personal insights, I should develop an internal dialogue that will enable me to come up with a structure that will fit a particular context. As such, the information in the article is very relevant in life. However, the article is older than two decades. Since circumstances have changed, a current study may not derive similar findings. Therefore, the information in the article is not reliable.

 


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