Republic of Iraq

Ministry of Higher Education

and Scientific Research
University of Al – Qadisiyah
Faculty of Education
Department of English Language

Reflective Teaching

By
Fadha'a Hassan Harran

Supervised By

Ass. Prof . Saadiya Wudaa , Ph . D .

2017 1438
 ‫بس ِْم ه‬
‫َّللاِ الرهحْ َم ِن الر ِ‬
‫هح ِيم‬

‫َل الَ َٰ ََه ا َلَ‬

‫اّلل َأن َ هه ََ‬
‫َشهِدََ َ هَ‬
‫ِ ِ‬
‫ه ََهو َوالْ َم ََلئِ َك هَة َو ُأولهو الْ ِع َِْل قَائِ ًما ِِبلْ ِق ْسطِ‬
‫َل الَ َٰ ََه ا َلَه َهوَالْ َع ِز هيزَالْ َح ِك هَي‬‫ۚ ََ‬
‫ِ ِ‬

‫( سورة آل عمران اآلية ‪)81‬‬

 Dedication

I would like to dedicate this modest work to my

dear parents , my father and my mother for their
love , patience , encouragement , and help .

III
 Acknowledgement

First of all . I would like to express my gratitude

and appreciation to my supervisor
Dr . Saadiya .
I, also would like to thank my friends for providing
me the needed advice and encouragement .

IV
 Abstract

Reflective teaching involves questioning one own self to bring

perfection by asking the following questions :
• Which teaching model am I using ?
• How does it apply in specific teaching situations ?
• How well is it working ?
Teacher educator should apply this theory in classroom practice,
in order observe and reflect on the result so that the classroom
becomes a kind of laboratory where the teacher can relate
teaching theory to teaching practice . By adopting reflective
teaching pedagogy teacher educator imparts inspiration among
teacher trainees , so as to enable them to practice the same in
their teaching practice sessions . Reflective teaching is
innovative approach that should be practiced in open and
distance education to sustain interest among teachers trainees
who obtain the teacher training degree through open and
distance education.
This paper deals with definitions of reflective teaching , theories
of reflective teaching and the seven key characteristics of
reflecting teaching.
Finally , There is a conclusion which sums up the findings of the
study.

V
 Table of contents

Subject page
1 • Reflective Teaching : Introduction 1
1 • 2 Reflective Teaching : Definitions 1
2 • Theories of Reflective Teaching 2
2 • 1 John Dewey's perpective Reflection 2
2 • 2 Vygotsry's Sociacultural Theory 4
3 • Characteristics of Reflective Teaching 5
3 • 1 Aims and consequences 5
3 • 2 Acylical process 5
3 • 3 Gathering and Evaluation Evidence 6
3 • 4 Attitudes Towards Teaching 6
3 • 5 Teacher judgment 7
3 • 6 Learning with colleagues 8
3 • 7 Reflective Teaching as creative Mediation 9
Conclusion 11
Bibliography 12

VI
 1 • Reflective teaching : Introduction
Reflective teaching means looking at what we do in the
classroom , thinking about if it works – a process of self . observation and
self – evaluation . By collecting information about what goes on it our
classroom and by analyzing and evaluation this information , we identify
and explore our own practices and underlying belief . This may then lead
to changes and improvement in our teaching .

1 • 2 Reflective Teaching Definitions

Schon ( 1993 : 44) suggests that reflective teaching practice is a
continuous process and involves learner thought fully considering one's
own experience in a plying know ledge to practice while being though by
professionals . It helps the individual's to develop their own personality .

Gibbs ( 1988 : 62 ) suggests that in reflective Practice individuals

develop analysis of feeling . Evaluation of experience etc. Jasper (
1999:127 ) admits that associating reflective teaching practice with
lifelong learning results in the development of autonomous , qualified and
self – directed professionals . Engaging in reflective practice is associated
with the improvement of the quality of care , stimulating personal
growth and closing ,the gap between theory and practice.

Bartlett ( 1990 : 68 ) points out that becoming a reflective .

Teacher involves moving beyond a primary concern with instructional
techniques and " how to " questions and asking " what " questions that
regard instructions and managerial techniques not as ends in themselves ,
but as part of broader education purposes . Asking questions " what and
why " gives certain power over individuals teaching resulting in the
emergence of autonomy and responsibility in the work of teacher . In
reflecting on the above kind of questions ,teachers begin to exercise
control and open up the possibility of transforming every day classroom
life .
Lieberman &Miller ( 2000 : 913 ) points at that the practice of
reflective teaching , reflective inquiry , and reflection on practice , results
1
 2
in gaining of the personal and professional knowledge that is so important
to begin an effective teacher and in shaping individual's learning .
Han ( 1995 : 228 ) states that the process element of reflection
emphasize how teachers more decisions , set the stage for learning how to
be a good teacher , proposed reflective teaching as the act of creating a
mental space in which to contemplate a question or idea , such as , what
do I know now about teaching young learners ? this of repeated leads to a
deeper perspective helping students .
Reflective teaching involves recognizing , examining , thinking
over the way an individual teaches . As individuals possess their own
background and experience , bring certain beliefs , assumptions ,
knowledge , attitudes and values to teaching . It is also seen that teaching
takes place in asocial setting that has its own unique characteristics ,
opportunities , and constraints . The practice of Reflective teaching
explores the implications of all these complex factors with the intention
of understanding and improving teaching learning practice ( Ibid ) .

2 • Theories of Reflective Teaching

John Dewey comes with extensive thought and analysis of teaching
practices and this process of reflective practice grounded in theories of
reflection and thinking . Especially , the theories of John Dewy and
Vygotsky provide a strong theoretical framework for the study of
reflection . Dewey's ideas about reflection provide information about why
it is important to reflect , while Vygotsky provides a framework for how
teach should reflect ( Jennifer , 2011 : 7 ) .

2 • 1 John Dewey's Perspective on Reflection

John Dewey's ( 1993 ) argued that " we don’t learn from experience
. We learn from reflecting on experience " . He defined reflecting
thought as an " active , persistent , and careful consideration of any belief
or supposed from of knowledge in the light of the grounds that support it
and further conclusions to which it tends " . To him reflection is
 3
deliberate thoughtfulness about teaching beliefs and practices . Dewey
believed that it way very important for teacher to practicipate in reflective
practice and that this activity is complex , rigorous , intellectual ,
emotional and took time for teacher to do well ( Jennifer , 2011 : 8 ) .

According to Dewey reflection mirrors the scientific process .

Reflectors must first participate in an experience that causes then to
interpret it and thinks about it beyond its end . They then define the
problem and identify questions that have arisen from the experience .
Next they must participate in a means lends analysis where explanation
and further questions are explored . Finally they generalize their
conclusions , create hypotheses , and test them out ( Rodgers , 2002 : 8) .

Dewey believed that this process of reflection requires teachers to

confront the complexity of their students and their teaching , the subject
matter they are teaching , and the context in which all of these facets
operate . Reflection can be practiced , assessed and perfected by
reflecting teachers grow in their learning of how to think , teach and learn
. Rodger described Dewey's concept of reflection practice as including
four specific criteria that explain its purpose and its process . First , the
function of reflection is to make meaning when they reflect by thinking
deeply about an experience and attempting to understand it as thoroughly
as possible . Therefore , as they reflect about their different teaching
experiences , they gain a deeper understanding of each one and how they
connect to their knowledge as well as each other . Second , reflection is a
systematic , rigorous and disciplined way of thinking . It is a particular
way of thinking that is distinctly different from simply pandering
something without great thought ; it requires a teacher to draw an post
knowledge and experience . Third , reflection need to happen while
interacting with other . Dewey believed that having expressed oneself to
other so that others understand one's idea produces strengths and holes in
one's thinking . Teachers must go outside of their experiences and see
them how other teachers see them . In the act of sharing , a teacher's life
experience is broadened . Finally , reflection requires an attitude that
values growth . He believed that the attitude that teacher bring to the
 4
reflective experience can either open the way to learning or black it (
Rodger , 2002 : 9 ) .

2 • 2 Vygot's sociocultural theory

Even though Dewey talks about the important of the social
interaction for reflection , from avygotskian perspective , social
interaction is inseparable from reflection since for vygotstoy all new
learning starts on the interpersonal level . Vygotsky states that people
develop within their social word pointes out to the important of peer
interaction in fostering higher levels of cognitive and social development
. This social world is comprised of relationships and interaction where
learners collaborate towards shared goals . It offers an open area of
communication that gives them chances to express and negotiate their
ideas . This theory also provides as with information about how teachers
reflect and what reflective process that are informed by vygotsky's theory
of learning and development teachers are continually learning (Rog off,
1993 :10).
The goal of vygotsk's work and aim of his sociocultural theory
were to better understand the mental processes of people and to
contribute to the certain of educational programs that maximize the
potential of all learners . He argues that cognitive development not only
takes place with social support from others in on interaction , but also
involves the development of skill with socially developed tools for
mediating intellectual activity . Skill developed using cultural tools , such
as language , through participation and communication . He states that
cognitive process from within the social interaction (ibid) .

Vygotsky believes that learners reconstruct their understanding of

the world in a social manner through collaborative process with their
peers . He attributes the benefits of collaboration to the mutual
involvement by the learners , the equality of the relationship between
them when in a collaborate based on their shared understandings ,
especially when learners of mixed knowledge levels interact in
collaboration , they are able to understand and share with each other .
 5
This collaborative relationship is what needed for preservce and student
teacher discussion groups in teacher education progress must create
environments promote growth for their preseviceteachers . Thee
environments will allow people to discover not only how to do
something , but that they can actually do it , through discussion and
collaboration with their peers ( Tudge , 1992 : 11 ) .
3 • Characteristics of Reflective Teaching
3 • 1 Aims and consequence
Calder head ( 1992 : 763 ) states that Reflective teaching implies an
active concern with aims and consequences as well as means and
technical competence with lead to creative and innovative approaches to
classroom and problems , this could eventuate into improved learning
opportunities for students . Further , reflective teachers would think
critically , which involves the willingness to be questioned tasking rises
in learning , taking control of learning for exploration and analysis ,
using higher order thinking skills to aid their objective analysis of
situations , which could eventuate into improved future classroom
encounter .
3 • 2 A cyclical Process
This characteristic refers to the process of reflective teaching in
which teachers monitor , evaluate and revise their own practice
continuously . Stenhouse ( 1975 : 17 ) points out that teachers should act
as researchers of their own practice and should develop the curriculum
though practical enquiry , teachers are principally expected to plan , make
provision and act . Reflective teachers also need to monitor , observe and
collect data on their own and learners interactions , action and feelings .
This evidence then need to be critically analysed and evaluated so that it
can be shared , judgments made and decisions , finally this may lead to
the teacher to revise his or her classroom policies , plans and provision
before beginning the process again . It is dynamic process which is intend
to lead through successive cycles towards higher quality standers of
teaching .
 6
3•3 Gathering and Evaluating Evidence
Pollard ( 2008 : 18 ) states that reflective teaching requires competence in
methods of evidence – based classroom which are the four skills ;
reviewing relevant , existing research , gathering new evidence and
analysis and evaluation , each of which contributes to the cyclical process
of reflection to support the progressive development of higher standard of
teaching .
A • Reviewing relevant , Existing Research :
This means to learn as much as possible from other like teachers or
from professional researchers .
B • Gathering new Evidence :
It is concerned with gathering data , describing situations , processes
, reasonness and effects with care and accuracy . Two types of data are
particularly relevant . object data are important , like description of what
people actually do , but so too are subjective data which describe how
people feel and think . Their perceptions . The collection of both sort of
data calls for considerable skill on the part of any classroom investigator ,
especially when they maybe enquiring into their own practice .
C • Analytical skills :
These skills are needed to address the process of how to interpret
descriptive data such facts not meaningful unless they are placed in a
frame work that enable a reflective teacher to relate then one with other
and to start to theorize about them
D • Evaluative skills :
Evaluative skills are involved in making judgment about the
education consequences of the results of the practical enquiry .
Evaluation , in the light of aims , values and the experience of others
enable the results of enquiry to be applied to future policy and practice
(ibid)
3 • 4 Attitudes towards Teaching
Reflective teaching requires attitude of open . Mindedness ,
responsibility and whole hertedness
 7
A • open- Mindedness :- " An active desire to listen to more sides
than one , to give heed to facts from whatever source they come , to give
full attention to alternative possibilities , to recognize the possibility of
error even in the beliefs which are dearest to us " ( Pollard , 2008 : 19 )

Open – mindedness is an important attribute for rigorous

reflection because any type of enquiry that is consciously based on partial
evidence , only weakens it self . We thus use the concept in the sense of
being willing to reflect upon ourselves and to challenge are own
assumption , prejudices and ideologies , as well as those of others .
However , to be open – minded about evidence and its interpretation is
not the same thing as declining to take up avalu – position on important
social and educational issues ( Ibid )

This point brings us to the second attribute which Dewey saw as a

prerequisite to reflective action – responsibility .
B • Intellectual Responsibility : - " to consider the consequences of
a projected step , it means to be willing to adopt these consequences when
they follow reasonably intellectual responsibility secures integrity " (
Ibid : 20 )

C • Whole Heartedness : - The third of Dewey's important attitudes ,

refers essentially to the way in which such consideration happens .
Dewey's suggestion was that reflective teachers should be dedicated ,
single – minded , energetic and enthusiastic as he put it " there is no
greater enemy of effective thinking than divided interst …… A genuine
enthusiasm an attitude that aperates as an intellectual force . When person
is absorbed the subject carries " ( Ibid ) .
 8
3 • 5 Teacher judgment

Reflecting teaching is based on teacher judgment , informed by

evidence – based enquiry and insights from other research . Teacher's
knowledge has often been criticized ( Pollard , 2008 : 21 ) . For example ,
Bolster ( 1983 : 21 ) carried out an analysis of teachers as classroom
decision , makers and points out that , since teacher knowledge is specific
and pragmatic , it is resistant to development . Boster argues that teacher
knowledge is based on individual experience and is simply believed to be
of valu if it " work " in practical situation . However , this gives little
incentive to change even in the light of evidence supporting alternative
ideas or practice . On this analysis there is little need for teacher judgment
, since teacher will stich to routinized practices .
For an alternative view we can draw on Donald schon's work on
the characteristics of reflective practitioners . Schon ( 1983 : 21 )
contracts scientific professional work such as education .He called the
further "high hard ground " and see it as supported by quantitative and
objective evidence . On other hand , " they swampy low lands " of the
caring portions involve more interpersonal areas and qualitative issue .
These complex " low land" according to schon , tend to become "
confusing messes " of intuitive action . He thus suggests that although
such " messes" tend to be highly relevant in practical terms , they are not
easily amenable to rigorous analysis because they draw on a type of
knowledge - in action - knowledge that is inherent in professional action
. It is spontant , intuitive , tacit and intangible but , it work in practice
(Pollard , 2008 : 22)
3 • 6 Learning with colleagues
Reflective teaching , professional learning and personal fulfillment
are enhanced through collaboration and dialogue with colleagues , the
valu engaging in reflective activity is almost always enhanced if it can be
carried out in association with other colleagues . On individual .
education course , despite the pressure of curricular requirement ,
reflection to gather in seminars and work shop , at college or in school ,
should bring valuable chances to share and compare , support and advise
 9
in reciprocal way ( Pollard , 2008 : 24 ) .

Wherever and whenever it occurs , collaboration reflective

discussion capitalizes on the social nature of learning , this is as
signification for individual and it works through many of the same basic
process aims are thus clarified , experiences are shared , language and
concept for analysing practice are refined , the personal insecurities of
innovation are reduced . evaluation becomes reciprocal and commitment
are affirmed . More over openness , activity and discussion gradually
weave the values and self of individuals in to the culture and mission of
the course . This can be both personally fulfilling and educationally
effective ( Vygotsky , 1978 :24 )

Whatever their circumstance , reflective learners are likely to

benefit with others . Apart from the benefit for learning and professional
development , it is both more interesting and more fin ( Ibid )

3 •7 Reflective teaching as creative mediation

Reflective teaching enables teachers as well as learners
creatively mediate externally developed from works for teaching and
learning , creative mediation involves the interpretation of external
requirement in the light of individual's understanding of a particular
context , bearing in mind his or her values and educational principles
(Pollard , 2008 : 25 ) .
Osborn ( 2000 : 78 ) identifies four different kinds of creative
mediation which spread by teachers to interpret such requirements

1 • Protective mediation callas for strategies to defend existing practices

which are greatly valued such as the desire to maintain an element of
spontancity in teaching in the face of assessment pressure .
 10
2 • Innovative mediation is concerned with teachers finding strategies to
work within the spaces and boundaries provided by new requirement –
finding a chance to be creative .
3 • collaborative mediation refer to individual's working closely to gather
to provide mutual support in satisfying and adapting new requirements .
As osborn ( 2000 : 78 ) " one of the unintended consequence of national
curriculum implementation was the unprecedented level of collaboration
which emerged amongst primary teachers "

4 • Conspirational mediation involves schools adopting more subversive

strategies where teachers resist implementing those aspect of external
requirements that they believe to be in appropriate .
 Conclusion
Reflective practice can be a beneficial from of professional
development at both the pre – service and in – service levels of teaching
, it develops critical thinking and promotes experiential learning ,
enhances personal growth and gives freedom to teachers to impose
their own methodology enhancing rational thinking .
This research study was conducted through the lens of the theories
of John Dewey and L.S. Vygotsky . I brought these two theorists
together as the theoretical frame work for this research study because
taken together , their ideas provide us with information about why
teachers should reflect , and then how reflective process should look .
The finding from this research study could be the first step in clarifying
what reflective practice looks like , and how it can be taught .
In this research I have considered the spiral of professional development
and the potential to raise standards of teaching through evidence –
informed judgment . I have outlined the seven key characteristics of
reflective teaching . The point is to use them as learning experiences .
Such experience should lead to conclusions which can be applied in new
and more routine circumstances . This is how professional expertise is
actively developed . Second , there is certainly a good deal of " common
sense " in the process of reflective teaching . However , when reflecting
teaching is used as means of professional development it is extended far
beyond this under pinning . The whole activity is much regorous –
carefully gathered evidence replaces subjective impressions , open –
mindedness replaces prior expectations , insights from reading or
constructive and structured critique from colleagues challenge what
might previously have been taken for granted . " Common sense " may
well endorse the value of the basic , reflective idea , Teachers can
confidently expect to raise their standards of professional competence
through adopting process of reflective teaching

11
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12
 13
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