Analysis of Reflection on Teaching Practice

ANALYSIS OF REFLECTION ON TEACHING PRACTICE
Introduction:
My vision of teaching fellow Selection Committee in 2017:
I always wanted to be a teacher and fortunately got appointed as a tutorial lead while during my
masters in Magister Atrium in Communication Science, my courses in Westphalia University,
Germany included supplemental courses for sociology and political science. My Director and
course supervisor recognized my potential and motivated me by giving their time and efforts.
My teaching methods differentiated with the full frontal methods describing lengthy seminars
and their learning with teacher and students. My liking was to have a dynamic classroom that
facilitates improvement in student’s input towards grading and curriculum criteria. I preferred
having students who treat classroom as their community. This study aims at describing the
impact of reflective approach teaching practices and enhancing reflective levels. (Dervent 2015)
General Exposure:
My teaching module had business management, skills module, personal tutoring, Human
resource management in past two years. My PG certification in Higher Education Practice
(PGCHEP) has provided me the understanding on various teaching methods, its execution in
classrooms and their impact on the environment of higher education in U.K.

Module 1 Experience and Reflection
Constructive Alignment and Learning Styles:
In first Module of the PGCHEP Program I completed my workshop on Learning and teaching in
higher education for the enhancement of my approach on learning, teaching, assessment and the
feedback. By this workshop, I was able to understand the basic difference between contemporary
and traditional teaching, its practice and the methods. Also, I have understanding of the
theoretical method of socio-cultural learning for upcoming teachers who will pursue the domain
of moral and ethical reflection and deep impacts on teacher reflection. (Kaldi & Pyrgiotakis
2009).
I used to remind myself to make investigation on teaching methods and curriculum in a way that
they are applicable and result oriented, both task and criteria must be linked in a constructive
manner. My lesson plan was impacted by this practice and it has all activities linked with
modules of learning results and assessment task with materials.
Reflective practice is an idea which let the teachers to explore efficiency of students and analyze
experiences in a classroom. (Malatji & Wadesango 2014). In most of the education courses,
teaching practice is a vital component to describe the impact of teachers on students basis their
skills. (Mansvelder-Longayroux, Beijaard & Verloop 2007).
The process of identifying the specific problem solution provided an idea which allows the
teacher to enhance and discuss for identification of issue and see the Possibility for improved
practice. Identification of solutions to problem gives an idea to any teacher for enhancing
identification of issues and trace the probability of improvement after implementing the
improvement area for the identified issue (Hume 2009).
Scaffolding Learning theory explanation (Bruner/ Vygotsky):

According to Vygotsky theory, if the learner falls within the ZPD or Proximal Development
Zone to present a specific task, then facilitation can be a great help to the learner for performing
that task and for efficiently achieving the target of task. (Allazzam 2015). By this idea all the
teachers use the cooperative learning exercise to make the mind of students in proximal
development zone. So, Scaffolding Learning is supportive for the sole learner or a group of
learners, till the time they can also work independently in academic point. (Fani & Ghaemi 2011)
Bruner’s vision of Scaffoldings:
Bruner’s theory states that results of each development is similar with the theory of Vygotsky,
which suggest that experience gave birth to intelligence and allow every person to create new
development. By Bruner’s theory, it can be seen that the scaffolding learning is required for a
learner to be purposeful and involved with all activities.
Process explanation of theories, principle and learning models applicable in Teaching,
learning and assessment:
The course portfolio is followed by the Reflective pattern and these reflective units which are
determined during the first stage of analysis. (Toom,, Husu & Patrikainen 2015)
So the first step is to carry the necessary judgments of the learner, by analyzing my existing
knowledge as a learner and the experience for scholarly content. For example: what is known by
them about health and communal care or guidelines or social service process etc. In my teaching
assessment, I have been careful for segmenting the assessment in units by which I can easily get
the feedback on every area from a learner. In this assignment, question usage helps any learner in
seeking assistance for providing the answer. For improving the learner capacity in text, my
lesson plan shows the reciprocal style by the use of Vygotsky’s theory. And this idea gives me
collaborative learning and putting me into the practice of four major skills such as raising
questions, clarifying the doubts, summarizing and prediction. (Allazzam 2015)
Model analysis of learning preferences:
When a teacher has genuine resources as teaching material then equal support and chance to the
learner for developing the self-centered learning strategy can be provided. I observed the