Reflective Practice In Teaching

Reflective One important factor in the understanding of how learning occurs is reflective practice. The use of reflective is to think carefully about something, by thinking carefully the understanding of individual increases. According to Oxford English Dictionary, 1992, reflective is the action of turning back or fixing the thoughts of some subject, meditation, deep or serious consideration the mode, operation or faculty by which the mind has knowledge on itself and its operations, or by which it deals received from sensation and perception.

Reflection-in-Action The Reflective Practitioner of Schon (1983), reflection can be seen in two time frames. Reflection can occur during the action. Frequently, practitioners have reflective conversations

While we are teaching we attempt to adjust our instruction to take into account these reactions. Schon called this reflection-in-action.

Reflection-on-Action

Reflection can also occur before and after an action as well, and this is what he called reflection-on-action. In teaching reflection-on-action occurs before a lesson when we plan for and think about our lesson and after instruction when we consider what occurred.

According to Schon, reflective practitioners reflect both “in” and “on” action. These concept of reflection-in and on-action are based on a view of knowledge and an understanding of theory and practice that are very different from the traditional ones that have dominated educational discourse, because in the traditional view of technical rationality, there is a separation between theory and practice that must somehow be overcome.

Self – consciousness Is an acute sense of self-awareness. It is a preoccupation with oneself, as opposed to the philosophical state of self-awareness, which is the awareness that one exists as an individual being; although some writers use both terms interchangeably or

Logical-mathematical intelligence is the ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns. The next one is the spatial-visual intelligence it’s the capacity to think in images and pictures, to visualize accurately and abstractly. Next is the bodily-kinesthetic intelligence it is the ability to control one’s body movements and to handle objects skilfully. Musical intelligences is the ability to produce and appreciate rhythm, pitch and timber. Next is the interpersonal intelligence it is the capacity to detect and respond appropriately to the moods, motivations and desires of others. On the other hand, the intrapersonal is the capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. Next is the naturalist intelligence it is the ability to recognize and categorize plants, animals and other objects in nature. And lastly is the existential intelligence it is the sensitivity and capacity to tackle deep questions about human existence such as, what is the meaning of life? Why do we die? And how did we get here? And many