TEACHING REFLECTIONS

Teaching Reflections



Teaching Reflections

Introduction

This article aims to propose a model to promote reflection on the teachers of higher education, about teaching activities, which promoted changes aimed at improving the teaching and learning of those responsible. The model considers that the analysis and evaluation of the actions teachers must take place in three stages, corresponding to before, during and after the educational intervention in the classroom. The three moments are the dimensions of the proposed model. The first dimension corresponds to the time before the educational intervention, which is considered the teacher's thought processes, planning for the class and your expectations for results to be achieved. The second dimension involves the teacher-student interaction within the classroom, and the third dimension considers the results achieved in the context of what happened in the two previous times (Patrick, Hisley, et al, 2000, p. 217-236).

The analysis and evaluation of teaching done by the institutions, from the application of a questionnaire that students respond to end a school year, are insufficient to account for the complexity of teaching actions. This evaluation reveals only about education into the classroom, which in this text is called teaching practice, to distinguish it from the broader practice, including the three times mentioned (thinking, interaction, reflection on the results) and educational practice is called. The proposed dimensions are the result of a research project initially with upper middle school teachers and have been extended to be applied in higher education. The article begins with a discussion about the differences between teaching practice and educational practice, and later addresses the characterization of the dimensions of the model. Finally, we present some considerations about how the model could be implemented in institutions of higher education (Patrick, Hisley, et al, 2000, p. 217-236).

Statement

“Teachers need to…be prepared to justify what they value and do. Critically reflective practitioners do not look at their professional lives in terms of what they are allowed to do, but what they can and want to do to improve teaching and learning in the school” (Ghaye, 2011, p.183).

Do you disagree with this statement?

Yes, I disagree with the statement. There are different kinds of teachers with different motives in their professional careers.

Does it describe the divide between a 'bad' and a 'good' teacher?

Yes, it does describe the divide between a good teacher and the bad teacher. This is said because of the fact that the statement talks about the critically reflective practitioners, indicating the fact that there are others that do not focus on the issues discussed here.

How does it relate to your professional role and implications for your future practice?

It relates to my professionalo role and implications for future practice, as I also wish to improve my teaching skills in order to increase and ease the learning of the students.

Background

The successful organization is impossible without individual excellence, and individual excellence today demand much more than competition technique. It requires a sophisticated kind of social skill: effectiveness and efficiency, which enable professionals to achieve important goals despite ...