Developing the reflective practitioner
Not offered in 1995
Mr J Loughran
Clayton
This subject is designed to help teachers reflect on teaching episodes and experiences and to enhance their professional knowledge about teaching. The program will assist experienced teachers to consider different conceptions of reflection which are significant to this area of research. Research in reflective practice can be categorised according to three perspectives. It can be viewed as knowledge that helps to direct practice, or one in which reflection informs practice, or one which includes conceptions of reflection as reconstructing experience which leads to new understandings of action situations, of self-as-teacher, and of taken-for-granted assumptions about teaching. The subject will focus on these and the relationship between reflective practice and constructivism; constructivist research being well represented in this faculty. This subject is designed to stimulate teachers to think about the relationship between research and practice in teaching and on the implications for supervision and teaching. Teachers will be encouraged to research their own classroom practice.
Assessment
Major paper and presentation drawn from the teacher's own classroom research on reflective practice * Two papers related to the varying perspectives of research on reflective practice
Recommended texts
Grimmett P P and Erickson G L Reflection in teacher education Teachers College, 1988
Russell T and Munby H Teachers and teaching Falmer, 1992