Reflective Teaching, Post Method Pedagogy and Teacher Professional Development and How These Interrelate to Each Other and Improve Classroom Teaching

Wahyudi, Ribut (2012) Reflective Teaching, Post Method Pedagogy and Teacher Professional Development and How These Interrelate to Each Other and Improve Classroom Teaching. Unpublished. (Unpublished)

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Abstract

Reflective teaching is an activity to recall what has been done in the classroom, and evaluate the process of teaching itself. The purpose of doing this is to improve the quality of teaching (Richard in http://www.tttjournal.co.uk; Tice, 2011) through data collection (Bailey, 1997). It is the attitude of questioning the practice of teacher’s profession (Bailey, 1997). The principles of doing this is by peer observation, written account of experiences, self-reports, auto biographies, journal writing, collaborative diary keeping and recording lessons (Richard in http://www.tttjournal.co.uk), student’s feedback (Tice, 2011), teacher’s stories (Bailey, 1997). Reflective teaching has been proven to learning effectiveness (Taghilou, 2007) and ‘encouraging growth and improving pedagogical knowledge and professional development for pre-service teachers’ (Rodman, 2010). This could be one of possible ways of teacher’s professional development, in which teachers act as adult learner and the facilitator in education system (Borko, 2004), focus on student’s learning, includes training, practice and feedback, is on going process, collaborative etc Haqq 1995 (cited in Wilson and Berne, 1999). The practice of reflective teaching as a way of professional development could, in my opinion, be integrated in the Post Method Pedagogy (Kumaravadivelu, 1994; 2006) which advocates three pedagogic parameters; particularity, practicality and possibility. Particularity refers to a ‘context sensitive pedagogy’, practicality means ‘theorize what teachers practice and practice what teachers theorize’, and possibility means ‘the social, political, educational and institutional forces that shape identity formation and social transformation’ (p.184). The integration might be possible as primarily, in particularity and practicality parameters, teachers should have a reflection on what they teach in what context and how they teach a particular subject, the things that might also facilitate professional development. This paper will explore the interconnection among reflective teaching, post method pedagogy and teacher professional development. At the end of the paper, the writer will share my experiences of teaching as a reflection and a way of developing profession

Item Type: Other
Keywords: Reflective Teaching, Post Method Pedagogy, Teacher Professional Development
Subjects: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy
20 LANGUAGE, COMMUNICATION AND CULTURE > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Divisions: Faculty of Humanities > Department of English Language and Letters
Depositing User: Ribut Wahyudi
Date Deposited: 08 Jun 2020 06:12

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