The reflective teacher
The most distinctive of these very good teachers is that their practice is the result of careful reflection . . . They themselves learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time.
(Why Colleges Succeed, Ofsted 2004, para. 19)
What this chapter is about
Reflective practice ± what is it? Why and how should we do it?
Reflection `in' and `on' action
Some models of reflective practice
Using reflection as a basis for improving learning and teaching
Writing your personal development journal (PDJ)
Your individual learning plan (ILP)
What makes a good teacher in lifelong learning?
This chapter covers, at least, the following standards:
AS 4; AK 4.2; AP 4.2; AK 4.3; AP 4.3
CK 1.1; CP 1.1; CK 4.1; CP 4.1
DS 3; DK 3.1
What is reflective practice?
The LLUK Professional Standards for teachers, tutors and trainers in the lifelong learning sector state that those working in the sector should value
`Reflection and evaluation of their own practice and their continuing professional development as teachers' (AS 4). In addition, their professional knowledge and understanding includes: `Ways to reflect, evaluate and use
TEACHING IN THE LIFELONG LEARNING SECTOR
research to develop own practice and to share good practice with others'. As part of their professional practice, they should: `Share good practice with others and engage in continuing professional development through reflection, evaluation and the appropriate use of research'.
Qualified Teacher Learning and Skills status requires trainees to begin the practice of continuing professional development (CPD) right from the start of their training by keeping a development journal. This practice continues after completion of training; all teachers in lifelong learning are required to provide evidence of a minimum of 30 hours CPD each year