Emily Mack: S00117116

EDFD462: Transition into the Profession

Assessment 1: Individual Teaching Philosophy and Essay

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To begin, Alder (1991) proposes reflective teaching is the ability to analyse ones own
teaching practice (p.140). Critical and reflective practice can involve the teacher evaluating
the degree to which the learners have learned and considers the effectiveness of his or her
teaching in the classroom (Alder, 1991). Thompson and Pascal (2012) suggest reective
refers to the process of thinking about the work and practice we undertake, therefore,
reecting on our actions either at the time (reection-in-action) or at a suitable opportunity
thereafter (reection- on-action) (p.319). Reflection can be thought of as an ongoing
conversation that is continually developing and growing, thus is open to challenges, new
ideas and strategies and has a willingness to explore and develop their role in the dynamic
environment of the classroom (McHatton, Parker & Vallice, 2013).
Larrivee (2000) suggest todays classroom is dynamic and complex that consist of a variety
of individual learning needs and abilities. In order to become an effective teacher that caters
for all students needs and interests within the classroom, it is vital that teachers engage in
critical and reflective practice that challenges their assumptions, questions their current
practices and evaluates the effectiveness of their approaches to learning and teaching in the
classroom (Larrivee, 2000). Thereby, engaging in critical and self-reflection enables teachers
to draw on alterative teaching styles to help cater for all individual learning needs and be
responsive to all childrens learning. The development of becoming a critical reflective
teacher is a personal awareness discovery process that involves critical inquiry and self-
reflection, of personal attitudes concerning human nature, human potential, and human
learning (Larrivee, 2000, p.296).
Research portrays three key essential practices for becoming a critical reflective teacher that
involves, making time for solitary reection, becoming a perpetual problem-solver, and
questioning the status quo (McHatton et al., 2013, p.394). McHatton et al., (2013) suggests
the first practice creates an opening for reflection while the other two practices allow
opportunities for developing teaching practices that accepts uncertainties, which provides
access to growth and changes in our thinking into new approaches to teaching practices.
Additionally, engaging in critical and reflective practice on a daily basis, provides
opportunities for the teacher to become interactive within their personal and professional
identity which explores, discovers, questions and transforms the quality of pedagogical
practices implemented in the classroom (Larrivee, 2000).