Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

2018 ◽  
pp. 136-152 ◽  
Author(s):  
Miftachul Huda ◽  
Kamarul Shukri Mat Teh
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Teaching Practice ◽  
Direct Interaction ◽  
Educational Practice ◽  
Reflective Teaching ◽  
Digital Era ◽  
Framework Model ◽  
Formal And Informal Learning ◽  
Professional Development Of Teachers

In the last decade, the reflective teaching practice has been considered to look at program and planning which should be taken into action. However, the digital era has shifted teaching practice from direct interaction to virtual one. It has challenges such as professional skills on online learning. This chapter aims at filling this gap by proposing the framework model on reflective teaching practice to pay special attention to professionalism and ethical essence in a way that can be taken seriously among the school holders. This chapter could enhance learning and professional development of teachers, which should be seen as a continuing process combining formal, non-formal, and informal learning so that students will have the chance to reflect in a direct way even though the educational practice is constituted in a special way in various settings.

scholarly journals Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development

2020 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
English Teachers ◽  
Reflective Teaching ◽  
Intensive Training ◽  
Teacher Professional ◽  
Field Notes

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>

scholarly journals A narrativa como opção metodológica de pesquisa e formação de professores

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Maria Goreti Da Silva Sousa ◽  
Carmen Lúcia De Oliveira Cabral
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Research Methodology ◽  
Teaching Practice ◽  
Narrative Research ◽  
Teaching Profession ◽  
Methodological Choices ◽  
Training Teacher ◽  
Professional Development Of Teachers

ResumoO presente artigo é fruto das discussões gestadas na disciplina Pesquisa Narrativa em Educação do Doutorado em Educação do PPGED-UFPI, o principal objetivo é refletir sobre as contribuições da narrativa no contexto da pesquisa e da formação de professores. A narrativa de formação tem se constituído no cenário educacional como uma das opções metodológicas dentre os diversos métodos que já apresentam campo estabelecido. É, por sua natureza, carregada de significados e características próprias, permitindo-nos entender como seus componentes desencadeiam e proporcionam aos sujeitos a problematização, a revelação, a compreensão e o processo de reflexão sobre a prática docente através de diferentes técnicas e instrumentos. A construção de narrativas, sua leitura, análise, discussão, em contextos de formação inicial e contínua, consubstanciam-se em potencialidades no desenvolvimento pessoal e profissional dos professores, contribuindo para o processo de profissionalização docente.Palavras-chave: Narrativa de formação; Formação de professores; Profissão docente. A narrative as option and research methodology teacher education AbstractThis article is the result of discussions conducted in the class of Narrative Research in the Doctorate inEducation PPGED - UFPI Education, the main objective is to reflect on the potential of narrative in the context of research and teacher education. The narrative of training has been constituted in the educational scene as one of the methodological choices among the various methods that have already established field. It is, by its nature, full of meanings and characteristics, allowing us to understand how its components trigger and provide the subjects the questioning, revelation, understanding and reflection on the teaching practice through different techniques and tools. The construction of narratives, its reading, analysis, discussion, in the contexts of initial and continuing training, embodies the potential in personal and professional development of teachers, contributing to the teaching professionalization.Keywords: Narrative training; Teacher education; Teaching profession.

scholarly journals Primary School In-Service Teachers Perceptions about Reflective Teaching Practice

2020 ◽  
Vol V (I) ◽  
pp. 23-30
Author(s):  
Sumera Imran ◽  
Amir Zaman ◽  
Abdul Ghafar
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Reflective Practice ◽  
Primary Schools ◽  
Teaching Practice ◽  
Structured Interview ◽  
Reflective Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Government

The purpose of this qualitative study was to understand the reflective practice as a process of continuing professional Development (CPD) implemented in different parts of the government primary schools of Pakistan recently. Case study design was adopted for a single school as it aims to understand the perceptions of primary school teachers about reflective teaching practice with the help of enriched data using semi structured interview. For data analysis content analysis method was applied and analysis was presented thematically for clarity and vividness. It was revealed that most teachers perceived reflective teaching as a helpful tool in improving professional capacity, valuable to share reflective practice with colleagues, constructive in receiving guidance in professional development and useful for assessing self-skills and considered its role in identifying developmental needs of their skills and prospective training. It is suggested that primary school teachers should engage in reflective practice on regular basis and should be provide internet facilities at school to strengthen their knowledge of using creative applications of reflective practice.

scholarly journals The Role of Reflective Teaching for Continuing Professional Development of English Teachers

2019 ◽  
pp. 123-133
Author(s):  
Li Qingyun
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Positive Impact ◽  
Continue Professional Development ◽  
Continuing Professional Development ◽  
English Teachers ◽  
Teaching Quality ◽  
Reflective Teaching ◽  
Impact Factors ◽  
Positive Effects

Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching journal writing causes positive effects on the promotion of teaching quality, responsibility and consciousness, (d) Positive reflection attitude, academic qualifications and the overseas study experience promote the efficiency of teacher’s CPD, and (e) Based on group reflective discussions, teachers have more enthusiasm to share their thinking and get some new and creative teaching methods. Whereas, this study also showed that lack of theoretical knowledge restricts the teacher’s autonomous reflection ability. In addition, the researcher pointed three implications are used for teaching in class. Firstly, the reflective consciousness should be cultivated. Secondly, teachers need to focus on the combination of reflection theory and teaching practice. Thirdly, school and society should supply training activities and relax the environment for English teachers to enhance the quality of their reflection.

scholarly journals Designing an innovative professional development experience to build infection control professionals’ educational expertise

2019 ◽  
pp. 19-29
Author(s):  
Gwyneth Meyers ◽  
Michele Jacobsen ◽  
Elizabeth Henderson
Keyword(s):  
Professional Development ◽  
Infection Control ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Practice ◽  
Infection Prevention And Control ◽  
Pedagogical Expertise ◽  
Teaching And Learning Strategies ◽  
Development Experience

Background: Advances in networked learning technologies have impacted our understanding and organization of teaching and learning. In the modern context of a learning society, conventional classroom-style education and transfer of knowledge is being challenged. Infection prevention and control (IPAC) educational practice must respond to the change that technology brings to teaching and learning. While education is an important component of IPAC professional practice, few Infection Control Professionals (ICPs) have formal pedagogical training. ICPs need support in shifting from teaching-as-telling approaches to becoming designers of contemporary active and engaged teaching and learning environments. Methods: To build ICP pedagogical expertise and practice within the Alberta Health Services (AHS) IPAC program, a Design-Based Research methodology was used to systematically engineer an intentionally disruptive professional development experience (PDE) for ICPs that aligned with contemporary teaching and learning strategies. The PDE was situated in the context of a Community of Learning (CoL) located within the ICPs’ workplace practice. Learning in the CoL was mediated through participation in collaborative design, teaching, and learning activities over a period of one year. Results: The PDE framework that emerged in this study facilitated changes in the AHS ICP CoL participants’ understanding of teaching and learning, their sense of identity as educators, and their educational practices. The core of the framework focused on designing for a flexible, responsive collaborative learning environment supported by four strategies: a) creating an awareness of ICP educational practice, b) building pedagogical knowledge, c) experiencing different teaching and learning strategies, and d) building ICPs’ identity as educators. Discussion: Creating conceptual change and new designs for teaching practice is not easy, as it involves significant transformation that can be uncomfortable and complex and often requires new ways of learning. This paper discusses the guiding principles used in the design of this intentionally disruptive yet positive and responsive learning experience to build the participating ICPs’ pedagogical expertise and practice.

scholarly journals Veinte años de formación permanente del profesorado, investigación-acción y programación por dominios de acción motriz (Twenty Years of In-service Teacher Education, Action Research and Programming Based On «Action Domain of Motor Skills»)

Retos ◽  
2015 ◽  
pp. 270-279
Author(s):  
Víctor Manuel López Pastor
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Motor Skills ◽  
Teaching Practice ◽  
Group Structure ◽  
Strong Support ◽  
Educational Practice ◽  
Desarrollo Profesional ◽  
Teaching Professional Development

El objetivo de este artículo es revisar la experiencia acumulada por un grupo de profesores que lleva veinte años desarrollando dinámicas de investigación-acción (I-A) y analizar cómo ello influye en el desarrollo profesional y en la mejora de su práctica docente. Desde hace diez años el grupo organiza toda su programación de Educación Física en Primaria en base a los Dominios de Acción Motriz, al entender que actualmente es la mejor forma de organizar los contenidos de aprendizaje. La metodología de trabajo está basada en la sucesión de espirales y ciclos de I-A y en diferentes instrumentos cualitativos de recogida de datos, principalmente el grupo de discusión comunicativo. Los resultados muestran las diferentes fases de I-A por las que ha ido pasando el grupo en estos 20 años y la estructura de funcionamiento actual. También se realiza un análisis de las principales ventajas e inconvenientes encontrados en este tiempo: (a) la participación en grupos de trabajo de I-A supone un fuerte estímulo y ayuda en el desarrollo profesional docente; (b) parece ser un elemento importante en la mejora de la calidad docente del profesorado implicado en el mismo, así como un fuerte apoyo para ir solucionando los problemas que surgen en la práctica educativa; (c) favorece el desarrollo profesional docente y la mejora de la calidad educativa en el área de EF. Al final del artículo se presentan una serie de reflexiones y conclusiones sobre las implicaciones de mantener un grupo de trabajo de estas características durante tanto tiempo. Abstract. The aim of this paper is to revise the experience of a group of teachers that spent twenty years developing Action Research (AR) dynamics, and analyze how it influenced their professional development and the improvement of the quality of their teaching. In the past ten years the group has organized its programming in Primary physical education based on «Action domain of motor skills», with the understanding that, currently, it is the best way to structure their learning contents. The working methodology is based on a succession of AR spirals and cycles, and in different qualitative tools of data collection, particularly through the communicative discussion group. The results show the different AR phases and spirals the group has gone through in these 20 years and the current practice group structure. This article also includes an analysis of the main lessons, in terms of strengths and weaknesses, learned during this time: (a) the involvement in AR working groups meant a strong encouragement and support in teaching professional development; (B) it also seemed to be an important element in the enhancement of the quality of the teaching practice of the teacher involved in the project, as well as a strong support to solve the problems that arise in educational practice; (C) in addition, it promoted teaching development and improved the quality of education in the field of PE. To end, we address some reflections and conclusions about the implications of sustaing a working group of this nature for this long.

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