A practice for reflection can vary in terms of how often, how much, and why reflection gets done. His innovative thinking around notions such as the learning society, doubleloop learning and reflectioninaction has become part of. Much of the research regarding reflection is with reference to teaching, however most of this can also be applied to coaching. Conclusion the similarities between the views and opinions expressed by participants and the theories of reflective c. Coaching manuals use different terms and language but commonly underline the importance of reflecting back, reframing and questioning e.
This model of reflective coaching is similar to goldsberrys reflective supervision, garmstons collegial peer coaching, and schons reflective coaching. Schon 1993 suggested that reflective teaching practice is a continuous. A missing piece 501 teachers stimulates students growth and achievement in reading. Read the lesson, then take a quiz to test your knowledge. Schon 1993 suggested that reflective teaching practice is a continuous process and involves learner thoughtfully considering ones own experience in applying knowledge to practice while being taught by professionals. While schons 1983 theory differs in the criteria that constitute the content of reflection, in that he does not consider teaching to be the imple mentation of scientific theory in the sense that dewey 1933 theorised, he, and others who are inspired by deweys work to support reflective teaching. He is also famous for his contribution of the development of the single loop learning and double loop learning theory biography donald schon. Teacher educators can most effectively coach student teachers in reflective practice. Reflective practice is the ability to reflect on ones actions so as to engage in a process of. Reflection can also vary in depth from simply noticing present experience to deep examination of past events.
James e nolan, the pennsylania state unifesity in coaching reflection schons preferred term, although he also uses rejective supervision, the coach encourages teachers to reflect on their own practice, to make explicit to themselves what they are seeing, how they. Mentoring preservice teachers reflective practices to produce teaching outcomes. The authors interpretation of these findings was influenced by. The role of reflective teaching in teacher education reflective practice is used at both the preservice and inservice levels of teaching. Each level offers a different perspective and a different reflective lens. Institute for christian teaching education department of seventhday adventists a reflective teaching model. A recent trend in second language teaching is a movement away from methods and other external or top down views of teaching toward an approach that seeks to understand teaching in its own terms. Despite the gulf between theory and practice mentioned earlier, schon notes that.
The following is a paper i wrote a few years ago on the use of reflection for student coaches. Richards department of english, city polytechnic of hong kong most teachers develop their classroom skills fairly early in their teaching careers. As teachers interact with the class, they exhibit what schon called. In some cases, reflective questions from a chapter in the text have been repeated in this manual because they seemed to serve group discussion well. Reflection is defined by stenhouse 1975 p144 as a capacity for autonomous professional selfdevelopment through systematic selfstudy.
Becoming a reflective learner thompson rivers university. The purpose of this article is to document and describe actual coaching conversations between literacy coaches and teachers in elementary schools that were seeing important gains in students reading achievement. Discuss how a coach utilises reflective practise to enhance their coaching performance. The work of schon is often used as a base for discussing reflective practice. Unlike coaching sessions, where the focus is the client and their frame of reference, coaching supervision its the expanded view of interrelated elements which have a bearing on coachs work. Reflection and reflective questions mah coaching support. Jaeger university of arizona issues in teacher education, spring 20 schon and the reflective practitioner the work of philosopher donald schon, particularly his emphasis on reflection inaction, is highly relevant to teacher practice. Art had been working with a supervision model long before we came together in the early 1980s. Reflective practice and coaching link reflective practice is explicitedly detailed as being essential in increasing coaching effectiveness crisfield, 1998. International journal of evidence based coaching and mentoring, 102, 5264.
Your journey through this tru open learning program will be. What is the difference between reflection and reflective practice. In a 1993 study on how student teachers develop the skills necessary for reflective teaching. Donald schon introduced the concept in 1987, and since then, many schools, colleges, and departments of education have begun designing teacher education and professional development programs based on. Assumptions of reflective teaching theory reflective teachers are knowledgeable about pedagogy methods and theories of teaching we can learn a lot about teaching from selfinquiry much of what happens during teaching is unknown to the teacher experience is not enough to grow as a teacher. Jaeger university of arizona issues in teacher education, spring 20 schon and the reflective practitioner the work of philosopher donald schon, particularly his emphasis on reflectioninaction, is highly relevant to teacher practice. Becoming a reflective teacher an empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teachinglearning processone who views learning as construction and teaching as a facilitating process to enhance and enrich development. While schon s 1983 theory differs in the criteria that constitute the content of reflection, in that he does not consider teaching to be the imple mentation of scientific theory in the sense that dewey 1933 theorised, he, and others who are inspired by deweys work to support reflective teaching. Reflection in coaching practitioner literature the coaching practitioner literature is expanding all the time. Reflective practice challenges teachers who have unquestioned assumptions about good teaching, and encourages them to examine themselves and their practices in the interest of continuous improvement. Teachers entering the profession may find their initial teaching efforts stressful, but with experience they acquire a.
Reflection as a coach development tool coach growth. Many coaches reflect on their coaching sessions, but the practice of reflection with a partner can help us see what we cannot see. In a 1993 study of how student teachers develop the skills necessary for reflective teaching during their field experiences, ojanen explores the role of the teacher educator as coach. An effective reflective coaching process often involves moving back and forth through seven specific levels of analysis. Box 45, shashamane ethiopia 38099 iastitute for christian teaching 12501 old columbia pike silver spring, md 20904 usa prepared for the. However, for reflection to genuinely be a lens into the world of practice, it is important that the nature of reflection be identified in such a way as to offer ways of questioning takenforgranted assumptions and encouraging one to see his or her practice. Pdf schons notion of reflective practice was a reaction against an instrumental. This video could be used as an introduction to reflective coaching and the use of reflective questions, with opportunities to explore the different types. Introduction this report will outline the use of reflection as a tool for coach development, and some of the methods by which it can be used to aid a coach in. The notion of reflective practice in teacher education, often used in association with. The reflective teacher center for the advancement of.
That is, we have been required to read textbooks and journal articles, listen to lectures and write exams dependent on rote memory. Crisfield 1998 considers coaching effectiveness to be determined by factors such as knowledge, skills, experience and philosophy. A strategy for reflective teaching by arthur costa and robert garmston cognitive coaching is a marriage of the professional experiences of art costa and bob garmston. Find out what reflective teaching is and how to apply it in your teaching practice. Reflection in model youth sport coaches article pdf available in journal of teaching in physical education 211. Be comfortable with silence while waiting for the person to. The second stage of reflective practice schon calls reflection in action, and can best be described as the ability to think on ones. Can supervisory practice embrace schions view of reflective supervision. Critically reflective teaching occurs when teachers identity and scrutinize the assumptions. Schon 1983 suggests that the reflective teacher brings to his or her practice both. He recommends that educators engage in individual and group reflections and take advantage of opportunities to learn from experts and peers. Reflective practice is simply creating a habit, structure, or routine around studying an experience. Reflective learning organizations have invested in coaching programs for their emerging and established. Pdf reflection is now advocated by coach education programmes around the world as a framework for coaches to learn from their experience.
Rethinking teacher professional development through schons. Discuss how a coach utilises reflective practise to enhance their coaching performance reflection is used to improve coaching performance through a variety of. A model for reflective teaching practices in coaching pedagogy. Developing mentoring and coaching relationships in early. Mentoring preservice teachers reflective practices to. Reflection is used to improve coaching performance through a. Building on the concepts of professional competence first introduced in his book the reflective. Reflective practice is digital education resource archive. Coaching and peer involvement are two aspects of reflective practices seen most often at the preservice level. International journal of evidence based coaching and mentoring vol. Donald schon made a remarkable contribution to our understanding of the theory and practice of learning. Conceptualisations of the coach in this literature are highly consistent with schons. Mentoring preservice teachers reflective practices.
Coaching and peer involvement are two aspects of reflective practice seen most often at the preservice level. Hallettlearning through reflection in the community 109 practice and coaching outlined by schon are very striking. Reflective practice has an allure that is seductive in nature because it rings true for most people as something useful and informing. Reflective practice can be beneficial to preservice and inservice teacher professional development. The first stage of becoming a reflective practitioner is to develop the skill of critically reflecting on experience, or what donald schon described as the capacity to reflect on action so as to engage in. To facilitate learning and to encourage a reflective process, it is suggested that each participant keep a journal.