Authorised by Academic Registrar, April 1996
Objectives Upon successful completion of this subject, students should have developed a working knowledge of theories of reflection; an understanding of the relationship between theory and practice; an ability to recognise and develop constructivist approaches to teaching; the skills to analyse teaching episodes for reflective practice; their own skills of reflection on action; the skills of reflection in action; the attitudes and values of a commitment to reflection on practice, a willingness to pursue one's own professional development and an awareness of professional and ethical issues associated with researching reflective practice.
Synopsis 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 Two papers (2000 words): 30% + Presentation: 25% + Major paper (4000 words): 45%