Richards J. sees reflection as a key component of teacher development in which self-inquiry and critical thinking can help teachers move from a level where they may be guided largely by impulse, intuition or routine, to a level where their actions are guided by reflection and critical thinking.
In a digital age, where students are often willing to ignore nature and direct experiences, traditional lessons are no longer enough. Teachers must adopt new methods to transform lessons into engaging and relevant experiences. Lessons must be dynamic and engaging, and teachers must constantly modernize their approaches, transforming ordinary lessons into magical and interactive moments.
A reflective teacher is characterized by a high level of responsibility and dedication to the continuous improvement of their educational practice. They analyze and address teaching dilemmas, are aware of the institutional and cultural context in which they operate, and take responsibility for continuous professional development. They are also involved in curriculum development and school change efforts.
By reflecting on their own observations, on their students, on the data collected from students (e.g. homework, tests, activities, etc.), the teacher can permanently improve their teaching. As this happens, the students also improve their performance. It is important to take into account all aspects of teaching, the academic, physical, emotional characteristics of teachers regarding the recognition, prevention and overcoming of the main critical problems encountered in contemporary education.
“Critical reflection refers to an activity or process in which experience is recalled, considered, and evaluated, usually in relation to a broader purpose. It is a response to a past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision-making and as a source for planning and action.”
Undoubtedly, reflective teachers focus on effective application of skills, technical knowledge in the classroom by reshaping what they are doing and cognitive aspects of teaching as reflection should help teachers to change or modify what they do, when necessary.
Reflective teachers think back on what they have done in the classroom, they “undertake reflection, not so much to revisit the past or to become aware of the metacognitive process one is experiencing but to guide future action (the more practical purpose).”
Observation is certainly important in teacher development because it can help teachers to become more aware of what they do in the classroom, and what their students are doing. It may facilitate teachers “to gain deeper insights into what happens in class and to reflect on their own teaching practice so that they can set their future goals more clearly and realistically.”
Observation can also help teachers to make the distinction between “ritual teaching behaviour” and “principled teaching behaviour”. “Ritual teaching behaviour” is based on unthinking and automatic procedures which have become divorced from any principled awareness of why they are being used. “Principled teaching bahaviour”, on the other hand, involves a self-reflective awareness of the principles behind the way we do things. By thinking about our own lessons, or observing those of other people, we can ensure that our lessons involve “principled teaching behaviour”.
Of course, no observation can ever be entirely free of the judgements or values of the observer, but it is useful for our professional development if we can at least try to stand back a little from these in order to gain a fresh perspective on our teaching practice.
Reflexivity in education involves constant self-analysis and adaptation to the needs of students. A reflexive teacher analyzes what works and what does not, adjusts lessons and uses innovative teaching methods to ensure learning is effective. The new lesson must transform learning into an engaging experience that challenges and motivates students, giving them the opportunity to actively contribute to the educational process.
In conclusion, the reflective teacher is essential for the modern education system, as it contributes to the creation of a stimulating and adaptable learning environment. By applying new methods and innovative techniques, teachers not only improve the academic results of students, but also lead to the development of a more informed and equitable society. The new lesson and the reflective approach are necessary to respond to contemporary educational challenges and to prepare students for the future.
References
Richards, J. 1990. Beyond training- Approaches to teacher education in language teaching. Language teacher.
Killon, J. and G. Todnew. 1991. A process of personal theory building. Educational leadership.
Williams, M. 1989. A Developmental View of Classroom Observations. ELT Journal;
Maingay P. 1988, Observation for training, Development or assessment?