Becoming a Reflective Teacher

1 Becoming a Reflective TeacherAn empowered Teacher is a Reflective decision maker who finds joy in learningand in investigating the teaching/learning process one who views learningas construction and teaching as a facilitating process to enhance and enrichdevelopment. Fosnot (1989, p. xi)Chapter ObjectivesThe facilitator will Differentiate among the technical, contextual, and dialecticalmodes of Reflective thinking Recognize and be able to describe the cyclical process of reflectivethinking Be provided with tasks to help practitioners use the Reflective think-ing process Be provided with tasks assisting in the recognition of characteristicsof practitioners functioning in each of the three Reflective thinkingmodes Support preparation of a plan for continued growth in reflectivethinkingReflective thinking is the process of making informed and logical decisionson educational matters.

2 Then assessing the consequences of those deci-sions. Campbell-Jones and Campbell-Jones (2002) describe reflection as an 4/1/2005 12:30 PM Page 1dialogue with oneself whereby a person calls forth experiences, beliefs, andperceptions (p. 134). Risko, Roskos, and Vukelich (2002) continue the processexplanation by adding that the dialogue should both inform and transformknowledge and action. Scholars of Reflective thinking have categorized itaccording to the mode of thinking or the process an individual progressesthrough to reach a level of reflection that complements both the context of thesituation and the background the individual brings to the episode.

3 This chapterwill assist the facilitator with background knowledge for discussing both themodes and process of Reflective thinking, tasks to use with practitioners desir-ing to enhance Reflective thinking ability, and a format to aid practitioners inpreparation of a plan for continued growth in Reflective OF Reflective THINKINGOne way of manifesting the characteristics of Reflective thinking is throughmodes of delivery. Scholars differ on the hierarchical nature of Reflective think-ing but generally agree on three modes or levels: technical, contextual, anddialectical.

4 The Reflective Thinking Pyramid (see Figure ) provides an exampleof the three Manen (1977) refers to the initial level of Reflective thinking as techni-cal rationality. Van Manen serves as a model for Lasley (1992) and Grimmett,MacKinnon, Erickson, and Riecken (1990) in that the first level of reflectiondeals with methodological problems and theory development to achieve objec-tives. Valli (1990, 1997) also refers to the first level as technical rationality butdiffers by positing that technical rationality is a nonreflective level. Valli s sec-ond level, practical decision making, adds reflection to the technical aspects ofteaching.

5 Collier (1999) simply categorizes technical reflection as reflecting at the technical level function with minimalschemata from which to draw when dealing with problems. Getting throughlessons and using instructional management approaches are short-term mea-sures that may be reflected on in terms of meeting outcomes. The individual,often isolated, episodes are building blocks for developing the professionalrepertoire needed to reflectively handle nonroutine problems. Many noviceteachers are thought to function at a technical level based on a lack ofschemata in dealing with educative for practitioners reflecting at a technical level may involve appro-priate selection and implementation of lessons to achieve objectives.

6 The objec-tives are not problematic nor does the practitioner deliberate on the context ofthe situation. Acquisition of skills and technical knowledge is important, as aremethodological awareness and ability to implement a preset lesson. Technicalpractitioners may be transitioning into linking theory development to practiceand identification of the relevancy of activities and objectives. Practitionersneed to be making observations and processing information to move towardsolving problems and testing possible solutions for decision 4/1/2005 12:30 PM Page 23 Becoming AREFLECTIVETEACHERD ialecticalLevelAddresses moral,ethical, or sociopoliticalissues; disciplinedinquiry; individualautonomy; self-understandingContextual LevelLooks at alternative practices;choices based on knowledgeand value commitments;content related to context/student needs;analysis, clarification; validation of principlesTechnical LevelReference past experiences.

7 Teacher competency towards meeting outcomes; focus on behavior/content/skill;simple, theoretical descriptionCopyright 2005 by Corwin Press. All rights reserved. Reprinted from Promoting Reflective Thinking in Teachers:50 Action Strategies, by Germaine Taggart. Thousand Oaks, CA: Corwin Press, authorized only for the local school site or nonprofit organization that has purchased this Thinking 4/1/2005 12:30 PM Page 3 Facilitators working with practitioners functioning at a technical levelshould provide genuine, continuous experiences; observational learninginstruction; and thoughtful discussion of problems and possible and application of solutions with clear explanations andmeaningful activities are also important.

8 Sessions should provide necessarypedagogy, content, and theory, and then foster use, examination, and analysisof instructional and management approaches. Knowledge of student charac-teristics will also be helpful to the technical practitioner in being able to reflecton problems faced in a field second level of reflection (Collier, 1999; Grimmett et al., 1990; Lasley,1992; Van Manen, 1977) involves reflections regarding clarification of andelaboration on underlying assumptions and predispositions of classroom prac-tice as well as consequences of strategies used.

9 The contextual mode deals withpedagogical matters as examined relative to a relationship between theory andpractice. The nonproblematic nature of the technical level gives way to prob-lems at the contextual level. Problems stem from personal biases resulting froma practitioner s belief system, looking at situations in context, and questioningof practices based on increased pedagogical knowledge and skills. Problems atthe contextual level cause practitioners to reflect on the contextual situation,which often leads to better outcome for practitioners reflecting at this level may be understandingconcepts, contexts, and theoretical bases for classroom practices, then defendingthose practices and articulating their relevance to student growth.

10 Self-reflectionto interpret and inform practice and establish congruency between theory andpractice would be indicative of functioning at a contextual level. Clarification ofassumptions and predispositions of practice and consequences helps contextualpractitioners assess implications and consequences of actions and increased practice and theoretical knowledge, practitioners examinecompeting views relative to consequences and actions, and then begin to developroutines and rules of thumb. Understanding personal and environmental inter-actions is also a desired outcome for practitioners functioning at a contextual working with practitioners functioning at a contextual levelshould provide knowledge of situational constraints and external agents thatmay affect effective teaching.