Reflections of a ‘Wannabe’ Progressive Teacher: How Reflection and Reflexivity Can Positively Impact Practice

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Taylor, L. 2020. Reflections of a ‘Wannabe’ Progressive Teacher: How Reflection and Reflexivity Can Positively Impact Practice. Research in Teacher Education. 10 (1), pp. 35-40. https://doi.org/10.15123/uel.88z94
AuthorsTaylor, L.
Abstract

An investigation and self-analysis of the process of reflection and teaching will be evaluated from an individual early careers academic perspective. In the higher education sector it is imperative that lessons are revisited to ensure that the methods of teaching applied are flexible and develop positively (Schön 1983), in conjunction with the student’s complex needs, helping to achieve academic praxis for both learners: the teacher and the student (Brookfield 2017). Pedagogical practice will be considered as an ontological continuing process of academic progression using ‘The Four Lenses of Critical Reflection’ framework (ibid.) to identify good reflective and reflexive teaching. Consideration of positive, realistic and effective teaching practices which can be applied to make necessary improvements will be examined. The title progressive teacher implies the implementation of good flexible teaching practice that aligns with student learning and assessment outcomes.

JournalResearch in Teacher Education
Journal citation10 (1), pp. 35-40
ISSN2046-1240
2047-3818
Year2020
PublisherThe School of Education and Communities, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88z94
Publication dates
OnlineMay 2020
Publication process dates
Deposited12 Feb 2021
Copyright holder© 2020 The Author
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