REFLECTIVE & REFLEXIVE

EDP 490

REFLECTION
Reection involves looking back on experiences as a means of constructing knowledge about ones self and about the world.

CRITICAL REFLECTION
Critical reection is the process of analysing, reconsidering and questioning experiences within a broad context of issues

WHO AM I BE~COMING AS A TEACHER? WHAT DO I DO TO BE GOOD AT IT?

There are many different ideas around good teacher Finding yourself amidst the cacophony of calls (Britzman 1991) requires philosophical Repositioning Relocation Reorientation remember the dizziness?

REFLEXIVITY
Active analysis of past situations, events, products with inherent goals for critique and revisions for the express purpose of achieving an understanding that can lead to change in thought or behaviours

LOOK BELOW THE ICEBERG OF CULTURE

~MERRYFIELD & WILSON

Surface: How people behave in public

Dress, food, music, art, architecture, use of space, interactions (e.g. between teacher and learner)

REFLECTION Internal: Beliefs, values, and attitudes Patterns of thinking, habits Into the Why REFLEXIVITY

BEYOND REFLECTION
Learning centres
REFLECTION - a mirror focusing on actions What do I notice happening here? Kids interact more Some kids focus on their work Others dont focus The noise level is higher I feel less in control REFLEXIVE APPROACH Why do I prefer quiet classrooms? What might be lost when kids are quiet? What is happening to child autonomy? In what ways is community affected? How do the children feel about centres?

REFLEXIVITY

We teach who we are.

(Palmer, 1998)

REFLECTION (inform) Reection involves looking back on experiences as s a means of constructing knowledge about ones self and about the world. CRITICAL REFLECTION (reform) Critical reection is the process of analysing, reconsidering and questioning experiences within a broad context of issues
REFLEXIVITY (transform)
Active analysis of past situations, events, products with inherent goals for critique and revisions for the express purpose of achieving an understanding that can lead to change on thought or behaviours
http://www.une.edu.au/tlc/alo/critical1.htm

REFLECTION (inform)

CRITICAL REFLECTION (reform)

REFLEXIVITY (transform)

WHY TAKE A REFLEXIVE STANCE?

the more teachers are able to understand the patterns of emotion that structure their patterns of behaviour in the classroom, the more this self-understanding can enable them to become better teachers. Teachers will be less caught in espousal of norms and stereotypical actions, and more able to develop through critical analysis, toleration of ambiguity, and self-control.
(Holly, 1993 as cited in Matthews & Jessel, 2006, p. 233)

WAYS OF PROCEEDING
Holly (1993)suggests we look for what structures the patterns of our behaviours: Patterns of emotions Often overlooked, marginalized, pathologized Patterns of assumptions (Usher & Edwards 1994) Patterns of power (Usher & Edwards 1994) How is learning as an intellectual process privileged? Patterns of voices around us Where are you nding resonance with your beliefs, values and directions?