Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs
Abstract
While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.
Keywords: reflective practice, teacher reflection, professional development, teacher professionalism
References
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Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Brophy, J.E. (1988). Research on teacher effects: Uses and abuses. Elementary School Journal, 89(1), 3-21.
Calderhead, J. (1987, April). Cognition and metacognition in teachers’ professional development. Paper presented at the Annual Meeting of the American Educational Research Association. Washington. DC.
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Carter, K. (1992) Creating cases for the development of teacher knowledge. In T., Russell, & H. Munnby (Eds), Teachers and teaching: From classroom to reflection (pp.110-112). The Falmer Press.
Cho, H. (2005). A grassroots EFL PD group: A case study of the Korean English teachers’ group. Second Language Studies, 23(2), 70-101.
Clark, C. M. & Peterson, P. L. (1986). Teachers' thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296). New York: Macmillan.
Cochran-Smith, M., & Lytle, S.L. (2001). Beyond certainty: Taking an inquiry stance on. In Lieberman, A. & Miller, L., Teachers caught in the action : PD that matters (pp. 45-60). New York: Teachers College Press.
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Effandi, Z., & Md Yusoff, D. (2009). Assessing mathematics teachers’ professional development needs. European Journal of Social Sciences, 8(2), 225-231.
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Grundy, S. (1982). Three modes of action research. Curriculum Perspectives, 2(3), 23-34.
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Johnson, C.C. & Fargo, J.D. (2010). Urban school reform enabled by transformative PD: Impact on teacher change and student learning of science. Urban Education, 45(1), 4-29.
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Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18-24.
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Leinhardt, G., & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 78, 75-79.
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Effandi, Z., & Md Yusoff, D. (2009). Assessing mathematics teachers’ professional development needs. European Journal of Social Sciences, 8(2), 225-231.
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Grundy, S. (1982). Three modes of action research. Curriculum Perspectives, 2(3), 23-34.
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Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
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Hyde, A.A., & Pink, W.T. (1992). Thinking about effective PD. In Hyde, A.A., & Pink, W.T., Effective PD for school change (pp. 3-30). New Jersey : Ablex Publishing Corporation.
Johnson, C.C. & Fargo, J.D. (2010). Urban school reform enabled by transformative PD: Impact on teacher change and student learning of science. Urban Education, 45(1), 4-29.
Joyce, B., Murphy, C., Showers, B., & Murphy, J. (1989). School renewal as cultural change. Educational Leadership, 70-77.
Kemmis, S., & McTaggart, R. (1988). The action research planner. Geelong: Deakin University.
Lawrence, A., Anthony, G., & Ding, L. (2009). Teacher learning and pedagogical shifts subsequent to professional development experiences. New Zealand Journal of Teachers’ Work, 6(2), 136-147.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18-24.
Lee, E. (2006). Making equity explicit: A PD model for new teacher mentors. In Achinstein, B. & Athanases, S.Z., Mentors in the making: developing new leaders for new teachers (pp. 55-68). New York: Teachers College Press.
Leinhardt, G., & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 78, 75-79.
Leitch, R., & Day, C. (2000). Action research and reflective practice: towards a holistic view. Educational Action Research, 8(1), 179-192.
Levine, T.H., & Marcus, A.S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26, 389-398.
Little, J.W. (2001). PD in pursuit of school reform. In Lieberman, A. & Miller, L., Teachers caught in the action: PD that matters (pp. 23-44). New York: Teachers College Press.
Loughran, J.J. (2002). Effective Reflective Practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
Lloyd, C.V. & Anders, P.L. (1994). Research-based practices as the content of staff development. In V. Richardson (Eds.), Teacher change and the PD process: A case in reading instruction (pp. 68-89). Columbia University: Teachers College Press.
Lytle, S. & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62(4), 446-474.
Marsick, V. and Watkins, K. (1990) Informal and incidental learning in the workplace. London, Routledge.
McIntosh, P. (2010). Action research and reflective practice: creative and visual method to facilitate reflection in learning. London: Routledge.
McKenzie, B., & Turbill, J. (1999, 27 November – 2 Disember). Professional development, classroom practice and student outcomes: exploring the connections in early literacy development. Paper presented at the AARE-NZARE Conference, Melbourne, Australia. Retrieved December 12, 2009, from http://www.aare.edu.au/99pap/mck99328.htm
McLeskey, J., & Waldron, N. (2004). Three conceptions of teacher learning: Exploring therelationship between knowledge and the practice of teaching. Teacher Education and Special Education, 27(1) 3-14.
McMahon, T. (1999). Is reflective practice synonymous with action research? Educational Action Research, 7(1), 163-169.
Medlin, J. Leask, B and Feast, V. (1999, November 1-2). Using reflective practice to modify teaching practices and improve outcomes for graduates. Paper presented at the University Conference Effective Courses/Effective Teaching, University of Quensland. Retrieved March 12, 2011, from http://www.tedi.uq.edu.au/conferences/teach_conference99/papers/Medlin.html
Merriam, S. and Caffarella (1991) Learning in Adulthood. A comprehensive guide. San Francisco: Jossey-Bass.
Neuman, S.B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532-566.
Noraini, I., Loh, S.C., Norjoharuddeen M.N., Ahmad Zabidi, A.R., & Rahimi, M.S. (2007). The professional preparation of Malaysian teachers in the implementation of teaching and learning of mathematics and science in English. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 101-110.
Padwad, A., & Dixit, K.K. (2008). Impact of professional learning community participation on teachers’ thinking about classroom problems. TESL Electronic Journal, 12(3). Retrieved from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej47/a10.html
Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-322.
Pajares, M.F. (1993). Preservice teachers’ beliefs: A focus for teacher education. Retrieved on September 28, 2009, from http://www.des.emory.edu/mfp/Pajares1993ATE.html
Penn-Edwards, S. (2010). The competencies of an English teacher: Beginning student teacher’s perceptions. Australian Journal of Teacher Education, 35(2), 49-66.
Plummer, F. (2005, 27 November – 1 December). Learning together through action learning. Paper presented for Australian Association for Research in Education (AARE) Conference, University of Western Sydney, Australia. Retrieved March 15, 2011, from http://www.aare.edu.au/05pap/plu05266.pdf
Pow, J., & Yeung, S.W. (2007). A reflective-participating approach to professional development in teaching of Liberal Studies in schools. Hong Kong Teachers’ Centre Journal, 6, 16-29. Retrieved March 3, 2010, from http://edb.org.hk/HKTC/download/journal/j6/p016_029.pdf
Prime, G.M. & Miranda, R. J. (2006). Urban public high school teachers’ beliefs about science learner characteristics: Implications for curriculum. Urban Education, 41(5), 506-532.
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Published
2020-09-28
How to Cite
ZAKARIA, Zuraimi.
Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs.
Idealogy Journal, [S.l.], v. 5, n. 2, p. 215-227, sep. 2020.
ISSN 2550-214X.
Available at: <https://idealogyjournal.com/ojs/index.php/idealogy/article/view/243>. Date accessed: 23 nov. 2024.
doi: https://doi.org/10.24191/idealogy.v5i2.243.
Section
Original Articles
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