Reflective Practices: Enhancing Teacher Development Through Reflection

This report delves into the concept of reflective practice as a crucial component of teacher development. It begins with a case study examining how teacher educators can create opportunities for student teachers to develop their reflective practices during teaching sessions. The report then presents a reflective essay that recognizes current performance requirements, assesses various reflective teaching tools, analyzes the significance of feedback, and evaluates the inclusiveness of teaching practices. Finally, it includes a personal development plan that identifies goals for improvement, outlines an action plan to enhance skills, reviews the effectiveness of acquired knowledge, and discusses the use of technology to stay current and the sharing of knowledge with colleagues. The report emphasizes that thoughtful reflection on experience is necessary for continuous learning and improvement in the teaching profession. Desklib provides a platform for students to access this and other solved assignments.

REFLECTIVE PRACTICES: A MEANS TO
TEACHER DEVELOPMENT

CONTENTS
INTRODUCTION.....................................................................................................................................1
TASK – 1 (CASE STUDY)..........................................................................................................................1
The meaning of reflective practice.........................................................................................1
Theories of reflective practice................................................................................................2
Analysing the advantages to practice of reflection in action and reflection on action...........5
TASK – 2 (REFLECTIVE ESSAY)................................................................................................................6
Recognising the current performance requirements relevant to own practice.......................6
Assessing varied tools for use in reflective teaching..............................................................7
Analysing the significance of using feedback from diverse sources to inform reflective
practice...................................................................................................................................8
Evaluating the degree to which own practice is inclusive and promotes equality and
diversity..................................................................................................................................9
TASK – 3 (PERSONAL DEVELOPMENT PLAN)........................................................................................10
Identification of goals to improve........................................................................................10
Action plan to improve the skills..........................................................................................11
Review on the effectiveness of acquired skills and knowledge...........................................13
Use technologies and resources to keep own practice up to date.........................................14
Share knowledge, skills and improvements to practice with colleagues where it is likely to
be of benefit..........................................................................................................................15
CONCLUSION.......................................................................................................................................16
REFERENCES........................................................................................................................................17

TABLE OF FIGURES
Figure 1: Gibbs model of reflection...........................................................................................3
Figure 2: Kolb-experiential learning..........................................................................................4

INTRODUCTION
Reflective practice is referred as the process which helps in facilitating learning,
teaching as well as comprehending and plays an important in the professional development of
an individual. When student, educator or any individual performs systematic inquiry into
themselves, they got to know their behaviour and practices. Thus, it can be said that through
continuously and steadily looking into the own activities as well as experience, people can
grow in their own professionally (Machin, 2020). Considering this, the main aim of the
current research report is to learn and gain knowledge in regards with reflective practice and
the ways in using the same for further learning by a process of self-analysis and self-
observation. The report is being segregated into three sections, in which the first part is
related with the case study and the second and third part involves reflective essay and
personal development plan. The research report will going to introduce the processes for
supporting the teachers in managing their own professional development.
TASK – 1 (CASE STUDY)
The meaning of reflective practice
The current case study is concerned with determining the efficiency of the reflective
practices in the development of student teachers. In this regards, the case has been prepared
for examining the manner in which the teacher educator developed opportunities for the
student teachers for evolving their reflective practices at the time of practice teaching
sessions. In the whole education system, teachers are being regarded as the one of the most
important asset. They holds the position in the boundary of the communication of skills,
values as well as knowledge (Bolton, 2010). The case emphasized that education of the
teacher is crucial for reforming as well as reinforcing the education system of any nation and
thus, teacher’s training has been rising as an emerging trend across the world in the education
and the complete requirements and desires of the people. Furthermore, the quality of the
education is very much relied on the type of teacher as the manner in which teachers are
trained, the same manner they will impact knowledge to their students. The need of
improvement in the quality of teachers has paved the way for reflective practice. It has now
became an area of concentration and an influential movement in education of teachers. As
defined bySellars (2013), reflective practice is referred as the set of skills as well as
capabilities for indicating the undertaking of a precarious stand and an orientation for solving
the issues or state of intellect. Further, reflection is something that helps the individual to
1

learn from their own experience or in other words, it is the assessment of where someone is
and where he or she wants to go in the near future.
It is important on the part of the teachers to question their practices for their own
professional development for the purpose of making enhancement and for augmenting the
performance of the learner. With the reflective practice in place, which is the capability of an
individual to reflect on their actions, a teacher can engage themselves in the process of
unremitting knowledge. Thus, it can be said that the main rationale for the reflective practice
is that only experience cannot only help teachers to learn rather a thoughtful reflection on
experience is quite necessary (Machin, 2020). Furthermore, reflective practice is the
capability of the teacher to reflect in their own activities and tasks for engagement in the
procedure of learning which is on a continuous basis. Additionally, it is all about the
expression being utilized for describing the activities of discerning in regards with the
happenings. It should be a teacher’s role in their practice to reveal on whatever they perform
for improving. As a final point it can be said that reflection could be interpreted as
contemplation, philosophy, deliberation and learning of the things occurred earlier. It might
be based on several aspects such as emotional feeling or an accident and so forth. A teacher
can learn from his or her experience and it might be both a mistake and a success. Moreover,
it is also crucial that the teacher must reflect a crucial behavior which involves gaining of
awareness, deliberately planning, undertaking suitable and corrective activities, analyzing the
overall influence and finally, adjusting the course of action. This will help the teachers in
their overall professional development (Sen, 2010).
Theories of reflective practice
Talking in relation with the development of the reflective practices, it has been
emerged from the need of making experiences in clinical practice as an important medium
towards learning as well as improving the clinical practice. The main foundation of the
reflective practice nonetheless does not depend in learning things just by doing them, in fact
it is relied on the results of the actions being undertaken. In core, the reflective practice
simply encompasses remembering the earlier experiences along with discerning as well as
reflecting on the activities and results being included in these past experiences (Brooks and
Roberts, 2015). On the basis of the core of the reflective practice, there has been development
and evolution of different models and frameworks which are being explained below:
Gibbs’ Model of Reflection
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Speaking in relation with the Gibbs model of reflection, it has been developed
Graham Gibbs in the year 1988 for giving structure towards learning from experiences. This
model provides a framework for investigating experiences and pertaining to its cyclic nature
it automatically lends itself specifically well to recurrent experiences which allows the
teacher educator and the student teachers to learn as well as plan from things which have
went well or didn’t went well. There are mainly sis phases in the Gibb’s model of reflection
that is description, feelings, evaluation, analysis, and conclusion and action plan.
Figure 1: Gibbs model of reflection
(Gibbs, 1988).
 Description – In the description component of the cycle, the teachers recount on the
things they are reflecting and provides a circumstantial data as suitable. Thus, it can
be said that it is stage in which the teacher or the student narrates what has occurred,
why it took place, who was available at that time, what has been done and what other
have done?
 Feelings – This is related with the looking at the emotional state along with the
rationale thoughts in relation with the situation that took place. It typically includes
feeling during the circumstance, after and before feeling, thinking process, other
people’s thinking about the condition and so forth (Machin, 2020).
 Evaluation – Evaluation stage explains the manner in which the whole condition was
being managed and handled. In other words, it explains what has worked and what
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didn’t worked. The good as well as bad about the experience is shared at this stage
and all positive and negative things being shared by other people on that condition is
also included.
 Analysis –This is the phase where the teacher educator and the student teacher get the
chance of making sense of what has been materialized. Till this stage, they have
emphasized on what has already occurred in that situation. However, now they will
extract meaning from it. For example, what are the things that went well, why it well
and why it didn’t went well and what sense can be made from that situation?
 Conclusion – This typically includes conclusion in relation with the things that have
occurred along with the summary of learnings. It also encompasses areas that needs to
be enhanced and action plan for the same for the improvement of the results in future
(Rolfe, Jasper and Freshwater, 2010).
 Action plan – after planning in the previous stage, it is now important to make action
plan for thinking differently in that situation. The action plan act as a guide for future
work ad situation.
Kolb-experiential learning
The Kolb’s learning cycle is being developed by David Kolb in the year 1984. This
theory functions on the basis of two levels that is a four stage cycle of learning and four
individual styles of learning as explained in the figure below.
Figure 2:Kolb-experiential learning
(Kolb, 2014).
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Major part of the theory of Kolb is emphasized on the internal cognitive procedure of
the learner. The theory states that learning comprises the attainment of subtract notions which
could be applicable in assortment of conditions. In addition to this, in the Kolb’s learning
cycle, the motivation in relation with evolution of the novel ideas is being offered through
novel experiences.
 Concrete Experience – This signifies that the learner come across with a real or
practical experience and this might be a novel condition or reinterpretation of
prevailing experience in the light of new ideas (Johns, 2013).
 Reflective Observation – This is the stage where the learner takes the step back from
the experience which means that the learner reflects on the novel experience from the
present knowledge.
 Abstract Conceptualization – It simply signifies drawing interpretations from own
experiences. Reflection helps in increasing the pace of generating new ideas or
alteration of prevailing abstract concept being learned from their experience.
 Active experimentation–The newly modified or developed ideas give rise to
experimentation. The learner execute their ideas across the world around them to
overlook what has happened or occurred (Jasper, 2013).
Analysing the advantages to practice of reflection in action and reflection on action
As suggested by Schon (1991), reflective teaching practice is an unceasing procedure
which helps in involving the learner thoughtfully by taking into account the own experience
of oneself in application of knowledge to practice being taught by professionals. Reflective
practice helps developing the personality of teacher educators and student teachers. Speaking
in relation with the reflection on action, it supports in learning novel manners of working by
distribution of ideas as well as discerning collaboratively in regards with the practice. On the
other hand, reflection in practice supports in challenging practices in a shared manner and
results in enhanced prospectus decision making. In addition to this, reflection practice in
action is also beneficial in settings where it is quite challenging for searching time away from
the children for reflecting with colleagues. In addition to this, reflection on action takes place
before as well as after in the classroom. According toSchon (1991), teachers reflecting prior
to the lesson at times when they think in regards with their lesson and subsequent of the
lesson when they reveal on the thing that takes place throughout the lesson. Both the
reflection on action as well as reflection in action offers different benefits to the teacher
educators and students teachers. Firstly, it supports in improving different skills as well as
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competencies and abilities and supports in personal development planning. Other than this,
for supporting the learning process and continuous professional development the practice of
reflection both in and on action is very essential.Underpinning the discussion further,
identifying and determining good as well as bad practices will help the teachers in changing
as well as enhancing the things which is not working appropriately (Roffey-Barentsen and
Malthouse, 2009). Thus, it can be said that the practices of reflection in action and on action
will help the teacher educators as well as student teachers in monitoring all the components
or facets of practice on the ongoing basis.
TASK – 2 (REFLECTIVE ESSAY)
Recognising the current performance requirements relevant to own practice
Teaching work is quite tough job and includes different challenges and issues which
is not possible to be resolved by a single individual alone rather it is a field that is both
physically and mentally stressful. Thus, for the purpose of meeting this challenge and
recognizing the current performance requirements pertinent to the own practice, it is very
essential to create a support networks and understands the areas where one can obtain the
specialists advice. In addition to this, the teachers can also seek support from training and
development, supervision, mentoring as well as performance reviews (Petty, 2009). These
methods will help in determining the areas which needs to be improved so that correction
actions can be undertaken by the teacher effectively. Other than this, there are different
methods as well which can be adopted for recognizing the performance requirements and
these are as follows:
 Self-development plan – This is being regarded as one of the most crucial method
which helps in guiding a teacher about their actions and activities being undertaken
along with the professional development selections throughout the years.
 Role descriptors – Talking in relation with the role descriptors, they are defined as an
information document which includes details in relation with the scope, roles, duties,
responsibilities working conditions in relation with official role of teacher.
Furthermore, they are majorly focussed on describing the performance or job
requirements of an individual.
 Standards, benchmarks & codes of practice – These all are being referred as the
important indicators by which the other might be measured or judged. Seeking help
from the standards, benchmarks and codes of practice one can determine the needed
level of performance and can plan their actions and tasks accordingly (Moon, 2000).
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 Values and principles relevant to own practice – There are different values and
principles which are quite essential to be practiced and followed by teacher for the
purpose of meeting their performance level and for becoming an outstanding guide for
the learners. One of the most important values and principles related to teacher is
inclusivity. This signifies that each and every student must be given equal chance and
opportunity in the classroom for growth and learning. Secondly, it is crucial that
teacher must honest enough in their working and activities towards the children.
Furthermore, sense of hope and urgency for the students or learners is also essential.
Assessing varied tools for use in reflective teaching
For supporting the teacher in reflecting on their own teaching, there is a requirement
of certain information. It is important on the part of the teacher to accumulate some feedback
from the teaching at any point of time and from assortment of sources such as colleagues,
peers, students and even from oneself (Yang, 2009). However, there are some other important
tools as well, which can be adopted for use in terms of reflective teaching and these are being
elaborated in the underneath paragraph:
 Closed-ended questionnaires – Closed ended questionnaire is considered as the vital
tool for assessing the reflection on teaching. This method involves utilization of
established items towards soliciting answers to a particular features of a course. The
answers of the respondents are being scored on a scale of one to five or seven or there
might be some multiple choices. The questions being included in the questionnaires
are most of time machine securable due to which they can be suitable for class of any
size.
 Checklist and inventories – These tools are just like close ended questionnaire
however they does not include scale. The checklist as well as inventories significantly
institute the absence, presence as well as the degree of an action or a behaviour.
Furthermore, these tools are being referred as one of the most beneficial and useful
tool for accumulating formative feedback for the very first time. In addition to this,
these tools also supports in clarifying the inconsistencies amid the manner an
individual or a teacher considers their teaching and the way their students and learners
sight their teaching (Hillier, 2015).
 Blank index cards – Another important tool that can be utilized for reflecting teaching
is blank index card. The blank index cards are being referred as the cards which
allows the teacher or individual to accumulate a small quantity of feedback easily as
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well as speedily. The two questions being posed by the teachers will be responded by
the students or learners on the basis of the per card side. The questions being used by
the teacher might be general or it can be particular about any subject or content or any
problem and difficulty being faced by the students in the classroom while teaching.
Furthermore, it is also essential that teacher should give permission to only students to
jot their own ideas with a specified period of time, otherwise they will be get irritated
with the restricted paper space.
Analysing the significance of using feedback from diverse sources to inform reflective
practice
Talking in relation with feedback, they are quite necessary for making improvement
in the own practice for the purpose of making enhancement across the job role as a teacher.
This is due to the fact thatthrough feedbacks teacher can be able to see their strengths and
weaknesses and will also allow those to establish further developmental objectives as well as
targets that they desire to achieve based on the feedback being received (Barrett, 2013). In
addition to this, utilization of feedback for making improvement in own practice will also
allow the teacher to develop their level of confidence, capabilities, skills and comprehending
whether they are performing better within their job role or not. Thus, it can be said that if
feedback are being utilized for cultivating own practice than it will definitely allow the
teacher to evolve different novel strategies and manners of thinking. Other than this there are
different informal and formal sources of feedbacks which plays an important role in
informing reflective practices and these are as follows:
 Organized learning activities – This is being regarded as the practice of organization
the educational activities according to the needs and wants of the learners. Organized
learning activities are considered as an important formal feedback method through
which teachers can get to know about their own practices, strengths and weaknesses
in satisfying the individual needs of the learners.
 Coaching – This is defined as asking others such as peers, supervisor and other
individual to give their feedback instead of telling feedback from owns side. It is
applicable both as a positive feedback or can be termed as a learning feedback or
improvement feedback instead of negative feedback. It helps the teachers to make
enhancement in the areas which needs corrections and has a room for further
development (Jasper, 2003).
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 Presentations – Presentation is again an important source of feedback. Through
giving presentations in front of students, teachers and supervisors, feedbacks can be
easily gathered. Seeking help from both positive as well as negative comments,
further improvement and developmental plans can be developed.
 Experience in the work setting – Experience being gained from the work setting or
background is a crucial source of feedback as through this one can easily get to know
about the things which went wrong and which went right. Based on the experience
being gained, the same mistakes are not repeated in the actual setting.
 Appraisal – Appraisal involves evaluating the performance of the teacher based on
certain pre-determined or established standards. The overall performance of the
teacher is compared with the set objectives and if any deviation is being found then
correction actions needs to be taken for enhancement of the performance level.
Through this method, teacher can easily attain the desired target (Akbari, 2007).
Evaluating the degree to which own practice is inclusive and promotes equality and diversity
Speaking in relation with inclusive practice, it is being defined as the procedure
through which barriers which restrict the children or student’s participation in the process of
education along with the feeling of belongings is determined, comprehended and broken
down. First of all, it is crucial for the teacher to understand their roles and responsibilities. A
good teacher is one which is punctual, organized as well as prepared. It is also important to
remain honest, reliable as well as trustworthy towards all the children irrespective of their
diversity related to gender, disease, mental disorder, religion and special needs. A teacher is
required to be helpful and must encourage their students or learners to understand the
concepts before moving on further. Additionally, teachers are also required to take into
consideration the standards being prescribed by ETF (2014) in relation with quality assurance
(Gravells, 2012). Around 20 standards are being approved by ETF (2014) which are
segregated into three sections that is values and attributes, knowledge and comprehension and
professional skills. Moving further, for promoting equality as well as diversity and inclusivity
in the classroom, it is essential that different teaching styles needs to be adopted by the
teachers as per the learning style of the students. For example, if the leaner is suffering from
dyslexia then it is important for the teachers to make use of picture, graphs and images to
make the student learn the concept. Furthermore, it is also crucial to make sure that there
must be no discrimination in the classroom and acts, such as The Equality act 2010 and
inclusion agenda must be considered.
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TASK – 3 (PERSONAL DEVELOPMENT PLAN)
Identification of goals to improve
 To improving the communication skill which is most important factor in nowadays
life for better understanding of information and things more accurately and quickly.
 To improving creative thinking skill for more advance ideas and more logical thinking
.With creativity individual can have the ability to devise new means and methods to
perform work more efficiently.
 To improving time management skill will lead to attain the goals in particular time
frame.
 To improving socialization skill as it is important to have a good image in the society.
 To improving listening skills can improve your judgmental power in a conversation to
take right decision.
 To improving teamwork can leads to attain group as well as individual goals in a
more accurate way.
 To improving leadership skills for self development and for self innovation.
 To improving decision making skills to safeguard the goals.
10

Action plan to improve the skills
11

12
Objectives Steps needed to achieve the
objectives
Resources needed to
achieve the objectives
Timel
ine
Outcomes
Communicat
ion skills
 First and foremost step
required to practically
applying it in real life.
 Act according to your
needs.
 Communication should
be of worth full words
 More use of positive
languages.
 More use of gestures
for better
understanding.
 Books- Reading
books are the most
effective way of
improving our
communication
skills (Gursoy and
Bag, 2018).
 Articles- More
reading of articles
leads to fluency in
communication.
 Writing exercise –
Is useful for
understanding your
own mistakes.
6
month
s
 Increase in
innovative
thinking.
 Good
relationship
between each
other.
 Good mutual
respect.
 Increase in
good
coordination
while
communicatin
g.
 Increase
fluency in
work.
 Increase in
Good
decision-
making.
Creative
thinking
skills
 Brainstorming is the
best way of solving
some kind of problems
and making some
decision by thinking as
much ideas as possible.
 Putting you in an
analytical situation to
think more or in a
divergent manner.
 Solving real life
problems to increase
our knowledge.
 Exploring new things
and new works.
 Internet is the way
to learn as much
things as we can
explore our
knowledge through
net surfing
 Games- Some
games required
logical thinking
leads to more of
new ideas.
 Role play scenarios
help a lot in real
life thinking.
2
years
 Ease in
solving a
problem.
 Increase in
creative
thinking and
more logical
thinking.
 Increase Deep
understanding
of any
situation and
problems.
Time
management
skills
 Preparing a sheet on
which how much time
on what work are all
mentioned.
 Taking breaks after
each work properly.
 Making time available
for our personal work
 Managing time
between personal and
professional work.
 Watch-Using
watches help to
prepare our work
accordingly by
tracking the work
done.
 Charts and graphs
with which we can
measure our
monthly
performances and
to save the time.
 Scheduling the task
and work for better
working .
6
month
s
 Helps to
achieve goals
faster.
 More work in
less time with
accuracy.
 Saves time
and helps to
reduce stress.
 Increase in
confidence
and self
morale.
Listening  Concentration and  Television is a 1 year  Increase in

Review on the effectiveness of acquired skills and knowledge
By practically applying knowledge of communication skills in the real life I came to
know by reading books and writing things my speed and accuracy has increased and my
confidence also increased (Whicher and et. Al., 2018). I got a good feedback from my friends
and peers for my communication skills. Applying creative thinking in practical life is a quite
tough and hectic task and a time consuming task and involved a lot of brainstorming. But I
helped me to become good in time management skills by reviewing the performance I also
saved lot of time with time management and it was effective way of doing the work
according to the schedule time.
socialization is a bit complex task for me by interacting with people directly its a bit nervous
task for me i got anxious in the starting because meeting different people with different ideas
and thoughts and communicating with them is a complicated task to understand others
thoughts but now it’s going good but it’s still in progress it need more efforts and review time
to time (Smith and et. Al., 2018). Furthermore by reviewing the performance my
concentration power and listening skills has increased on good rate because of my better
understanding through meetings and debates and through listening news I got good reviews
for myself and got a good feedback from others too. Lastly my review for all my
performances was pretty nice except the leadership skills it needs more advancement and
time to concentrate because of lack of confidence representation myself in front of others as a
leader (Mallillin and Mallillin, 2019). It needs more time and more efforts to be a good leader
and more efforts I have to put to build myself moral and timely check review every month.
By testing results and comparing it with my goals some efforts are worth full and some still
needs more care and time for timely review.
Use technologies and resources to keep own practice up to date
From the above mentioned action plan it has been evaluated that, In order to keep
learning and teaching practice up to date, it is important to use effective technology. In the
upcoming year books will soon be obsolete in the educational field. Advanced technology
have changed the way people communicate with each other and learn in nearly every aspect
of modern career life. Nowadays, people are using interactive games such as case studies to
reinforce skills and academic knowledge to achieve success and growth (Hamel and Viau-
13

Guay, 2019). As a teacher I will ask my student input in designing learning objectives and
career goals and provide them group assessment and individual assignment so that they can
achieve their learning goals. By using online videos and power point presentation, I can
easily give brief introduction on particular topics.
As a teacher, I will treat the adoption of advance technology as a part of my lesson
planning. Teachers in educational field are using reflection practice as effective technique to
know about students' learning capacity and improve their own strategies when giving
guidance on particular topic. So, I will be focus on using self-reflection method where student
will fill their learning experience via online website from which I can easily gather data
(Farrell, 2020). Plus, I will be able to understand whether my students have learned
something new or not. Nowadays, audio or video recording of lessons can provide very
helpful and useful information for reflection practice. I would allow my students to use this
method and watch their own recordings to develop their awareness of teaching and learning
both.
Share knowledge, skills and improvements to practice with colleagues where it is likely to be
of benefit
Nowadays, students seek for feedback from teacher and educator so that they can
easily improve their knowledge level and skills. Self-reflection can provide detailed
information about strength and weaknesses of people so that they can easily make necessary
changes. As a teacher, I will allow my students to exchange important information on topics
with their class mates and colleagues so that they can improve their knowledge level. In
addition to this, the feedback from the teacher can help the students to reflect upon their
learning and any other activity conducted in the classroom. By sharing knowledge, skills
related to practice will be beneficial for students to improve their performance. The best way
to employ people in classroom teachers allow peer observation technique. Here, learners
invites a peer member to observe classmates to gather information about the lesson and topic.
This can be with note taking observation in which each team members can ask their
colleagues to focus on which learner contributes the most in the lesson.
It has been said that mutual observation and student feedback are really helpful for
student’s growth and development and also for their professional development (Karnieli-
Miller, 2020). It is essential to use effective communication system in the classroom where
students will share things through documentation, oral conversation and group meeting. In
order to improve, teachers must think and read about the information they have collected.
14

After that they need to identify patterns occur in their teaching through the method of
observation. Also, they must focus on way to overcome with the challenges related to
practices.
CONCLUSION
Thus, from the above analysis, it can be said that the present report has significantly
determined and analysed the importance of reflective practice and the manner it helps the
teachers along with the learners to make improvement in their teaching practices. It has also
been evaluated that practices related to reflection helps in the overall professional
development of a teacher and thus, reflective teaching should be adopted by the teachers for
managing their own professional development. In addition to this, it can also be attributed
that the current research report has significantly helped in learning and gaining knowledge in
regards with reflective practice and the ways in using the same for further learning by a
process of self-analysis and self-observation.
15

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