Muhammad Shahid Iqbal Khan (8612) Assignment 1

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Assignment #1

Name: Muhammad Shahid Iqbal Khan


Roll #: CB648498
Course code: 8612
Program: B.ED (1.5 YEARS)
Semester: Autumn 2021
Subject: Professionalism in teaching

ALLAMA IQBAL OPEN UNIVERSITY,


ISLAMABAD
Question.No.1
Define professionalism. Is teaching a profession? How? Give arguments.
Answer:

PROFESSIONALISM:

now you have got the concept of profession and characteristic of a profession, let’s
see what professionalism is and how professionals behave: Professionalism comes
with obligations/responsibilities which must at all times be discharged by the
professionals for the benefit of the public at large. Members of a profession are bound
to deliver a professional standard work. This means that the interests of the clients are
paramount and their work is to be handled in a professional manner. It is argued that
what drives a client into retaining a professional emanates from the nature of the
professional work offered by the professional in question as well as the manner in
which the professional provides the services.

 The obligation to handle the client’s work in a professional manner carries


with it a number of obligations.
 They include interlaid, the obligation to work with reasonable care or due
diligence, the obligation to maintain the client’s information, the obligation
toast without negligence, the obligation to act to the satisfaction of the client
the obligation not to engage in malpractice.

 Consequently, it behaves members of a profession to behave in all cases in the


spirit of the rules of the profession in question, which are the guiding
principles for the business of the profession, as they advice on what must or
must not be done (Rotunda & Dzienkowski, 2007 as quoted in Jumna & Tom)
in particular circumstances. The terms

 profession

 professor

have their etymological roots in the Latin for profess.


To be a professional or a professor was to profess to be an expert in some skill or field
of knowledge (Baggini, 2005). In 1975, Hoyle defined professionalism as

 those strategies and rhetoric’s employed by members of an occupation in


seeking to improve, salary and conditions.
 (cited in Evans, 2007). In his another work, Hoyle (2001) states that
professionalism is related to the improvement in the quality of service rather
than the enhancement of status. Boyt, Lusch and Naylor (2001) explains the
concept as a multi-dimensional structure consisting of one’s attitudes
behaviors towards his/her job and it refers to the achievement of high standards.

If we synthesize the definitions up to now, it is possible to interpret professionalism as


a multi dimensional structure including one’s work behaviors and attitudes to perform
the highest standards and improve the service quality ((Nihan, 2010).

TEACHING AS PROFESSION:

Now let us begin with the question of the nature and occupational status of
teaching. What, roughly, is teaching? At the most general level of logical
grammar, it seems reasonable enough to regard teaching as a kind of activity
in which human beings engage.

Moreover, as already noted, education appears to be a rather larger and


broader enterprise to which teaching may or may not contribute. But if
teaching is an
intentional activity, with what purpose do we engage in it? The answer, none the
worse for obviousness, is that the purpose of teaching is to bring about learning; it
is a significant consequence of this, of course, that it is not possible to define
teaching other than by reference to learning.

Further it may be argued that a conception of effective teaching as basically


a matter of the acquisition of behavioural skills is the dominant political and
professional educational paradigm of the present day (Bryan, 2004).All else apart,
teaching does not seem to be the sort of technical notion which requires
sophisticated scientific enquiry to understand (like quark or photon). Indeed, it
is not just that such terms as teaching and learning are learned at our mothers
knees, but that there is a real enough sense in which anyone, even quite small
children, both can and do teach (Ronald & Dzienkowski, 2006).

The degree to which any kind of research-based know-how is actually necessary


for effective teaching, then, is at least questionable, although there is no doubt
something to be said for systematic attempts to improve our pre-theoretical
pedagogical knowledge. Generally, however, it is arguable that hunch and
intuition play as great a part in good teaching as technical rule following, and that
good or inspired teaching may not be the most technically informed or systematic.
Indeed, on extreme versions of this view, it could be suggested that a too
technical approach to pedagogy leads only to mechanical, uninspired or lifeless
teaching.
From this point of view, it is not uncommon for teaching to be regarded as an art
more than a skill or a craft at least in any technical or applied science senses of these
terms and there can be no doubt that there are significant thespian or dramatic
dimensions to teaching which give it more the character of a performance art than a
technical skill.

In this respect, good teachers need, like artists, to bring qualities of expression,
creativity and imaginative flair to their teaching qualities which are not adequately
captured by any idea of grasping causal generalities and observing invariable rules.
Thus, just as a gifted comedian is one who can precisely adjust delivery and
subject matter to the mood of the audience, so a good teacher is one who is able to
perceive what is pedagogically or interpersonally salient in a specific educational
circumstance.
This aspect of the teacher’s art brings us to a topic we shall need to
revisit: that of the particularity of the craft skills of the teacher and the difficulty
of generalizing or codifying the skills of a teacher in a way that would render
them applicable across the wide diversity of circumstances in which teachers may
find themselves. Indeed, some recent educational philosophers have finely honed
this particularistic case precisely for the purpose of resisting educational
techniques the view that teaching is a kind of science-based technology which
would enable anyone to practice it, irrespective of personal characteristics or
particular circumstances. Thus, on the most basic construal of teaching, it is
arguable that there are normative or evaluative constraints on teaching, which are
less technical and aesthetic, more moral or ethical (Carr, 1999).

How give argument ,


 The profession usually controls the conduct of its members in a number of
aspects. For instance, no member is allowed to advertise or solicit for

 clients. The argument for this position is that professions must


maintain dignity (Friedman, 1985), and that, advertising and price competition
are not conducive for dignity.

 Advertising of legal services and price competition are related because studies
have shown that advertising results in lower prices to the consumer (same).
When this occurs, the quality of the services provided is likely to diminish
thereby having an adverse effect on the name of the profession as well as
leading to price wars which are likely to be injurious to the consumers of the
professional services.

 Again, professions prevent unnecessary competition among its members by


ensuring that the number of people joining the profession is regulated by
having strict entry requirements.

 The argument for regulating the conduct of professionals is that the standards
of the profession is premised on the basis that if too many people are allowed
into a profession, then their income will be lowered and the public will suffer
(same).

 Competition is also regulated by having express professional rules that


prohibit certain kinds of conduct and practices that are perceived as
competition for clients and by setting the minimum amounts that professionals
are supposed to charge for their services.
 Accordingly, it follows that undercutting and other agreements which are
contrary to ethical standards and professional conduct are not allowed (the
advocates Act). It is normally argued that professionals must be paid well in
order for them to be professional. Regulation and paying the professionals
well helps to avoid unnecessary competition and to prevent professionals’
from engaging in anti-competitive behavior’s that may in the end affect the
quality of services deliver.

Question.No.2

What is professionalization? Describe characteristics of

professionalism.

Answer :

professionalization:

Professionalization is a social process by which any trade or occupation transforms


itself into a true "profession of the highest integrity and competence."
This process tends to result in ascertaining suitable qualifications, one or more
professional associations to suggest best practices and to direct the manner of
members of that very profession, and some extent of demarcation of the qualified
from unqualified amateurs (that is, professional certification).

It is also to be expected for crafting "occupational closure", closing the occupation


to entry from outsiders, amateurs and the unqualified.This process of
professionalization generates "a hierarchical split between the knowledge-authorities
in
profession and a deferential group of people."
This demarcation is often termed closure, as it means that the said profession is
closed to entry from amateurs and the under-qualified. The origin of the process
is reported to have been with companies during Middle Ages, when people fought
for elite privileges to practice their trade as journeymen, and to appoint unpaid
trainees. It had, as well, been called credentials, a dependence on strict
qualification or certification to decide whether one is permitted to take on a task
or to talk as a specialist. It had also been defined as

"extreme reliance on testimonials, especially academic degrees, in decision


making about hiring or promotion policy."

From the previous discussion, it can be concluded that the social process whereby
people come to engage in an activity for pay or as a means of livelihood is termed as
Professionalization, after fulfillment of the criteria decided by the
institution/organization. It needs some pre-requisites varying from field to field and
occupation to occupation. Similarly, in Pakistan, for entry into teaching at various
levels, requirements are different. For instance, being a faculty member at any varsity,
a research based qualification is compulsory now days; and for being a school
educator graduation along with Bed is mandatory.

Every profession demands some specialized skills; in this connection, teaching


profession demand specialized skills related to pedagogy of teaching. The methods of
instruction that climax a student's interest and make the learning meaningful and
memorable are wanted too. Dispositions are also the aspect of teacher preparation that
addresses what is sighted as professionalism, i.e.
Teacher preparation programs across the country emphasize three vital elements
in their programs. Those elements are preparing aspiring educators to possess and
demonstrate the knowledge, skills and dispositions. Without a universally
accepted definition that is accompanied by the characteristics or qualities valued
as indicators of a professional, labeling or stating that our teacher candidates have
attained this status is questionable. Within many teacher preparation programs, it
is assumed or taken for granted that pre-service teachers will simply become
professionals as a result of completing the teacher education program. Or,
perhaps teacher educators believe that professional dispositions will be
automatically acquired through field experiences.
Comprehensively , professionalism and how it is to be acquired should be a focus of
every teacher education program.

CHARACTERISTICS OF PROFESSIONALISM:
1. Appearance

A professional teacher is neat in look. It should be made sure to meet requirements of


your school's dress code, and special attention should be paid to appearance when
meeting individuals at school.

2. Conduct

One’s behavior should be polite and well-spoken whether one is interacting with
students, superior or co-worker. One needs to keep calm, even in tense situation.

3. Reliability

As the professional educator, one will be counted on to find a way to get a


job done. Responding to the persons promptly and fulfilling promise on time
is also imperative, as this shows reliability.

4. Competence

Professional teachers endeavor to develop into experts of their field, which sets them
apart from the rest of the pack. This means continuing education by taking new
course, attending seminar and to attain any related academic or professional
degree/qualification.

5. Ethics

Teachers must adhere to a firm code of ethics. If there is a written code, it should be
displayed all the times.

6. Maintaining Your Poise

A professional teacher must continue his good attitude even when facing a hard
situation. For instance, if a colleague/teacher at your school treats you in a
confrontational manner, you should not route to the same category of deeds.

7. Phone Etiquette

The phone etiquette is, as well, a key element of professionalism. It means to


introduce yourself by full name, institution and designation when you dial a phone
call. Be sure not to dominate the conversation and listen intently to the other
individual.

8. Written Correspondence

In written communication, keep your correspondence brief and precise. Your manner
to write should be gracious, polite, civil, courteous, respectfuland formal without
being "oppressive." This should also be applied to an e-mail correspondence.

9. Organizational Skills

A professional teacher can swiftly and easily locate what is wanted. Your workplace
should be tidy and ordered, and your materials should contain only what is needed for
your presentation.

10. Accountability

Professional educators are accountable for their actions at all the times. If there is a
mistake, it must be admitted and try to fix it if probable. Don't attempt to put blame on
a coworker. If your school made a mistake, take responsibility and work to resolve the
issue.

11. Subject and Pedagogical Knowledge

No doubt, there has been a renewed recognition of the importance of teachers' subject
matter knowledge for teaching effectively and professionally.

Question. No 3

Explain professional dispositions. Why are these necessary for


effective teaching?

Answer :

PROFESSIONAL DISPOSITIONS:

Professional dispositions are characterized as the values, duties, and professional


ethics that impact practices toward students, families, partners, and other groups
and influence students learning, inspiration, development and also the teacher's
own professional development. Dispositions are guided by believes and states of
mind identified with qualities, for example, mindful, fairness, trustworthiness,
responsible, and social justice. For instance, they may incorporate a belief that all
students can learn, a dream of high and challenging standards, or a guarantee to a
safe and steady learning condition

Importance of Dispositions:

Research demonstrates that the properties of the classroom teacher altogether


influence students learn.
"According to recent studies, it has turned out to be certain that the nature of the
education our children get depends straightforwardly upon the nature of the teachers
in our schools. Guardians, teachers, instructors, and researchers agree on that effective
educating happens when the teachers would completely know their subjects, have
solid teaching abilities and have the skill to encourage development and learning in
students"

(Wainscot, 2002). The National Council for the Accreditation of Teacher Education
(NCATE) has commanded that NCATE has accredited colleges of education must
check teachers professional information, abilities, and important skill to enable all
students to learn.

Need of Professional Dispositions:


The College of Education and Human Development, in a joint effort with the College
of Arts and Sciences and the College of Business and Public Administration, is in
charge of planning competitors who have the required information, abilities, and
dispositions to become effective teachers. In this manner, your underlying licensure
program will set you up to show the knowledge, skills, and dispositions expected of
beginning teachers. Faculty and school staff will assess you at different times in the
program and furnish you with criticism about your progress. Professional disposition
will be evaluated by classroom teacher in each course that has a field experience
necessity. Course teachers will evaluate professional disposition in select courses not
including a field part.

Levels of Professional Dispositions

The four levels of professional dispositions assessment include:

Level One

Pre-Admission (field experience requirement--classroom teachers report)


T&L 310 Introduction to Early Childhood Education (Co-requisite T&L
286) T&L 325 Exploring Teaching in Secondary Schools
T&L 330 Introduction to Teaching and Learning in Elementary Schools

Level Two

Post-Admission (no field component--university instructors report)


**Possible courses--Need to determine which ones**
T&L 315 Educating the Exceptional Student (ECE, Elementary, Middle
Level majors)
T&L 350 Development and Education of Adolescents (Middle Level
and Secondary majors)
T&L 432 Classroom Management (ECE, Elementary, Middle Level
majors) T&L 433 Multicultural Education (All education majors)
T&L 460 Microteaching (Middle Level and Secondary majors) 9/06 1 9/06 2

Level Three

Pre-Student Teaching (field experience requirement--classroom teachers


report)
T&L 486 Field Experience (Co-requisite with methods
courses) Bilingual and ESL Middle Level (also MS Health)
ECE Music
Elementary Physical Education
English--Teaching Literature and Reading or Science
English--Teaching Composition Secondary Art Education
Foreign Language Social Studies
IT Special Education
Math

Level Four

Student Teaching (classroom teachers and university supervisors


report) T&L 487 (All majors)
T&L 580 Special Education--Practicum in School Problems
All dispositions reports must be completed with a final rating of Acceptable for
admission and advancement in Teacher Education. If you receive an
"Unacceptable" rating in a field experience, you must complete another field
experience successfully before advancing in the program and/or before applying
Pre-Student Teaching (field experience requirement--classroom teachers
report)

T&L 486 Field Experience (Co-requisite with methods


courses) Bilingual and ESL Middle Level (also MS Health)
ECE Music
Elementary Physical Education
English--Teaching Literature and Reading or Science
English--Teaching Composition Secondary Art Education
Foreign Language Social Studies
IT Special Education
Math
Student Teaching (classroom teachers and university supervisors
report) T&L 487 (All majors)
T&L 580 Special Education--Practicum in School Problems
All dispositions reports must be completed with a final rating of Acceptable for
admission and advancement in Teacher Education.

effective teaching :
Teachers can be deceived by what is appealing, habitual and popular with
students. Effective teaching is an acquired talent. Professional retreats offer
teachers the opportunity to dedicate time to those qualitative steps that result in
ongoing development. The six steps to becoming a master teacher include:

1. Realize Your Motives for Teaching: An important exercise in continuous


excellence of teaching is identifying persons who influenced you to become
a teacher. Almost everybody can name two or three teachers who changed
the path of his or her life. Some found primary school teachers who
discovered their aptitude and ability. Others discovered their confidence
through recognition of their potential in a specific subject. By discussing
and defining the qualities of those exemplary teachers when they were
students, professionals begin to define the roots of their own teaching.

2. Promote Moral Behavior in Your Students and Yourself: Although many schools of
discipline exist, a teacher can achieve harmony in the classroom, but the real focus of
student management lies in inculcating moral behavior. Reliable responses to
classroom interactions as well as rational consequences for disobediences can be
improved through friendly mutual discussion. These cannot be found in a handbook;
but rather, can be cultivated in seminars and observance of other leading teachers.

3. Combine both Tolerance and Determination: Stamina and patience are needed for
the long drag of teaching. This means finding ways to remain healthy and able-
minded through the stressful days. By connecting with others who have discovered
methods of physical and mental revitalization teachers have a better chance of staying
motivated about teaching regardless of the many unavoidable obstacles during the
school year.

4. Plan Lessons That Works: All good teaching needs outstanding plan and reform,
beginning with a strong course that outlines the most important concepts. Without a
forum for the continuous re-tailoring of their courses, teachers are often left to work
from a textbook or on-the-fly lesson plans. Spending time in retreat with other
professionals allows teachers to lay a strong foundation for each course they teach.

5. Perfect Instructional Practices and Assessment Skills: The continuing progress of


instructional approaches and feedback skills are critical to quality in teaching. Only
through the careful examination of activities and assessment can a teacher guide all
students to succeed.

Teachers need time with their colleagues outside the classroom; the temporary
success of "fun" activities can be a hindrance to the development of a master teacher.
By crafting
performance tasks and assessing them with their peers and mentors, teachers can
refine their teaching.

6. Connect Positively to the Whole-School Culture: Over time, the master teacher has
the capacity to improve the whole-school culture through excellence in teaching.
Because master teaching has as its foundation the generous impulse to assist students
and colleagues, the teacher is able to fundamentally influence others without
generating resentment. The master teacher is consistently working to benefit the
school, so he or she is not in competition with colleagues or administration.

Question.No.4

Define self-renewal. Explain Gardner’s conceptualization of self-

renewal.

Answer :

self -renewal:
Self-renewal is the process by which stem cells divide to make more stem cells,
perpetuating the stem cell pool throughout life. Self-renewal is division with
maintenance of the undifferentiated state. This requires cell cycle control and often
maintenance of multiphoton or pluripotency, depending on the stem cell.
Self-renewing persons pace themselves, set priorities, and keep pursuing their best
options. They develop a sense of mutual dependence. Says Gardner: You come to
understand that most people are neither for you nor against you; they are thinking
about themselves.
"Self-Renewal: The Individual and the Innovative Society",
Gardner (1963/1981) defined standards concerning the self-renewing person. His
clarification showed a representation of perfect traits of people strongly keen on
the procedure of lifelong learning. He sets that self-renewing people will demonstrate
confirmation of a framework for continually renewing, inquiry and hard decision
making, self-information, the bravery to risk failure, productive relations with other
individuals, critical thinking, and a solid inspiration to be engaged with something
about which they mind profoundly. These qualities will be examined independently
although together, they frame a predictable entire, a complete mindset.
The self-renewing individual has built up a genuine "framework or system inside
which continuous development, renewal and rebirth can happen" (p. 5). To
explain this structure, Gardner utilizes the representation of a balanced ecological
framework where, a similar framework, a few things are being conceived

while others are prospering and still others are dying by this (p. 5). A similar
representation is utilized as a part of The Ecology of School Renewal
(Goodlad,1987). The thought is same like the three elements of teacher
education given by Schlechty and Whitford.

Gardner’s Conceptualization of Self-Renewal:

1. The setting up functions (presentation of new projects, technologies,


or strategies);

2. The upgrade functions (spreading information, improving execution capacities,


refining existing abilities);

3. The maintenance function (assuring consistence with schedules, supporting mode


methods of working, shielding from outside impact).
Firstly, it appears to be then that self-renewal requires the initial two procedures
of progress to adjust the third procedure which shows some sort of consistency or
stability. It is the adjust within the framework or system that represent to mature
development: One isn't frightfully holding tight to the known and agreeable while
refusing to change, however nor is one overpowered by innovation with no
protected foundation. Therefore, the metaphor additionally proposes that people
are part of considerably bigger, interrelated frameworks and can't be separated
from those unique circumstances. That is, a specific measure of congruity is
required for balance even as development is occurring.

Gardner goes to considerable debate to clarify that mutual purposes for a society
show up at first to be an upkeep capacity or significant component of progression, yet
that it is through consistent reappraisal that they stay applicable and fundamental (p.
22).
Secondly, the self-renewing individual has a procedure of bringing the after
effects of change into line with long haul purposes and values (Gardner, 1963/1981, p.

6). The procedure is a complex of progression and change, preservation by


development, soundness in movement (p. 7). Gardner utilizes the case of a researcher
who may effectively dispose of a hypothesis yet who will become angry if a most
loved pipe is tossed out. The imperative point is that coherence and change exist next
to each other; continuity is just an issue when it interferes with renewal and
innovation, when it keeps us from seeing crisp viewpoints. "There is in anybody's
normal condition enough depth
and variety of human experience, enough complexity of human cooperation to put
unendingly new demands on the brain and soul - if one has inside oneself the present
for always looking through one's little universe" (p. 130).

This is a similar logical opposition that Joyce (1984) depicts in talking about the
uneasiness of learning. "The need to develop is incorporated with the fiber of our

being Paradoxically, in any case, we have an imbued tendency to save our creatures as
they are or were" (p. 33). Genuine development requires disequilibrium rather than
comfort; issues and various opinions challenge fixes state of minds (p. 34). Another
method for putting this is the self-renewal individual, in continuously searching for
different opportunities or better approaches for identifying, anticipating, or taking care
of issues and problems, hasbuilt up a disposition for thinking and applying knowledge
(Resnick & Klopfer, 1989, p. 7). The attitude of looking for different solutions resists
rigidity and a reliance on support of the well-known or existing conditions while
enabling change to be deliberate rather than a request of trends. In this way "the self
isn't something instant or ready-made, yet something in consistent development
through decision of activity." (Dewey, 1916/1966, p. 351) It appears to be, at that
point, that restricted to adapt to change and accomplish some similarity of adjust is to
perceive that neither the person's nor the association's imperativeness and
improvement can be left to risk; it must be an orderly and continuous development
with a system of deliberately analyzed values.

Question No.5

Describe traits of a professional teacher.

Answer

PROFESSIONAL TEACHER:

Is the licensed professional who possess dignity and reputation with high moral
values as well as technical and professional comptence. S/he adheres to, observes,
and practices a set of ethical and moral principles, standards and values. “A
professional teacher perceives himself/herself as someone who can effect change,
(sense of efficiency) because s/he is an expert in what s/he teaches (subject matter
knowledge, and in how he/she teaches (pedagogical knowledge.)
A professional teacher is a person who cares enough about his/her students
irrespective of their color, creed and caste; to whom the students can approach with
any problem or concern. S/he abides by professional code of conduct and earns great
respect. In dictionary, the word teacher has various meanings as detailed below:

Teacher (tee-Cher) is a noun and it implies for;


1) Provider of knowledge and
insight.
2) Mentor.
3) One who inspires motivates and opens up minds to the endless possibilities of
which one can achieve.
4) One who makes a positive difference in the lives of many
5) one who is admired, appreciated and held in the highest esteem.

The competences required by a teacher are affected by the different ways in


which the role is understood around the world. Broadly, there seem to be four
models:

 The teacher as manager of instruction;

 The teacher as caring person;

 The teacher as expert learner; and

 The teacher as cultural and civic person.

The OECD has argued that it is necessary to develop a shared definition of the
skills and knowledge required by teachers, in order to guide teachers' career-
long education and professional development. Some evidence-based
international discussions have tried to reach such a common understanding. For
example, the European Union has identified three broad areas of competences
that teachers require: Working with others, working with knowledge, technology and
information, and Working in and with society.

Scholarly consensus is emerging that what is required of teachers can be grouped


under three headings: knowledge (such as: the subject matter itself and knowledge
about how to teach it, curricular knowledge, knowledge about the educational
sciences, psychology, assessment etc.)craft skills (such as lesson planning,
using teaching technologies, managing students and groups, monitoring and
assessing learning etc.) and dispositions (such as essential values and attitudes,
beliefs and commitment).

Qualities:
Teachers are eager about their topic and contentment in sharing what they
have learned. Sometimes it appears that they can go on forever about their
subject
while negating the idea that they are an "expert." Good teachers will tell you they
are students, not teachers. These two qualities are the primary and distinctive
features of a teacher. Love of knowledge and a love of contributing to the
development of others. At times the primary characteristics become
contaminated by other drives and needs such as the need for status, authority,
exhibitionism and any other of many human needs that make us less than who we
want to be.
Admirable teachers learn to control these needs and to keep them out of the
teaching arena as much as possible. Some teachers are better at this than others
and they are better or worse teachers because of their abilities to control the
extraneous (non-teaching) factors.

I. Reflective Practitioner

II. Enquiring Teacher

III. Committed teacher

IV. Moral-agent

V. Role model

REFLECTIVE PRACTITIONER

Reflective practice is the ability to reflect on one's actions so as to engage in a


process of continuous learning. According to one definition it involves "paying
critical attention to the practical values and theories which inform everyday
actions, by examining practice reflectively and reflexively.

A 'reflective practitioner' is someone who, at regular intervals, looks back at


the work they do, and the work process, and considers how they can improve.
They 'reflect' on the work they have done. Thus, Reflective teaching is a process
where teachers think over their teaching practices, analyzing how something was
taught and how the practice might be improved or changed for better learning
outcomes. Teachers who promote reflective classrooms ensure that students are
fully engaged in the process of making meaning. Unfortunately, educators don't
often ask students to reflect on their learning.

Reflective practice is widely considered to be an important activity for


professional development. There is a huge amount of literature exploring
and
debating reflection and reflective practice in education. There are some key
features of reflection that are widely accepted:

1. Reflection results in learning through changing ideas and your


understanding of the situation

2. Reflection is an active process of learning and is more than thinking or


thoughtful action

3. Reflection involves problematizing teaching by recognizing that practice is


not without dilemmas and issues

4. Reflection is not a linear process, but a cyclical one where reflection leads
to the development of new ideas which are then used to plan the next stages of
learning

5. Reflection encourages looking at issues from different perspectives,


which helps you to understand the issue and scrutinize your own values,
assumptions and perspective.

6.Teachers can be deceived by what is appealing, habitual and popular


with students. Effective teaching is an acquired talent. Professional retreats
offer
teachers the opportunity to dedicate time to those qualitative steps that result in
ongoing development. The six steps to becoming a master teacher include:

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