THE REFLECTIVE TEACHER

KNR 364: Senior Seminar in Physical Education Teacher Education

BPTE STANDARD 8 (2003) Reflection. The physical education

teacher understands the importance of being a reflective practitioner and its contribution to overall professional development and actively seeks opportunities to sustain professional growth.

WHAT IS REFLECTION?

The ongoing process a teacher or teachers engage in to make sense of the ever-changing environment of teaching with the ultimate goal of finding better ways to meet students’ needs

To be effective, reflection must lead to action

REFLECTIVE CYCLE

Plan

Act

Observe

Make Judgment

s

PURPOSE OF REFLECTION Help you to bridge the gap between

being a student of teaching and being a teacher of students

Help you to manage the complex nature of teaching in schools

Help you to learn from your experiences

PURPOSE OF REFLECTION Experience alone does not guarantee

teacher change. For change to occur, a person must be deliberate about reflecting upon experiences.

HOW CAN YOU REFLECT Teaching Evaluations Journaling Self-evaluations Video Analysis Student Feedback Observing Others

REFLECTIVE FRAMEWORK FOR TEACHING IN PHYSICAL EDUCATION (RFTPE)

Technical

SensitizingSituational

TECHNICAL Teaching skills and methods

Reflecting on past experiences and applying new technical knowledge to better understand the situation

SITUATIONAL Contextual level of reflection

Occurs as a reaction to a problem that comes up in your class that is unexpected

SENSITIZING Dialectical Level

Refers to social constructions (race, SES, gender, etc.)

THREE STEPS IN RFTPE Describing: What happened?

Justifying: What did you do and why?

Critiquing: How did it go?

DISCUSSION Think back to a situation where you

have used reflection Identify the situation and the problem How did you reflect? What actions did you take to change the

situation? How did your actions work? How did you

know?

THE ROLE OF REFLECTION IN SHAPING PHYSICAL EDUCATION TEACHERS’ EDUCATIONAL VALUES AND PRACTICES

Tsangaridou & O’Sullivan, 1997

What did they do?What did they learn? So what?

TYPES OF REFLECTION Micro reflection: day to day practices

Pedagogical issues Content Social issues Ethical and moral issues

Macro reflection: informs practice over time Subject matter issues Societal concerns Contextual issues

CONCLUSIONS Teaching context and experiences were

the biggest catalysts for reflection

Teachers’ values about education served as the foundation for reflection

IMPLICATIONS Micro reflection helped teachers to

fine tune their teaching Reflection is an essential component

of professional development Experience can lead to professional

development only if it is accompanied by reflection