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

Article


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
Publisher's version
License
File Access Level
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
Permalink -

https://repository.uel.ac.uk/item/88z94

Download files


Publisher's version
RITEVol10No1May20 Article 6.pdf
License: All rights reserved
File access level: Anyone

Explore this article

Explore this article

Editorial
Garby-Czerniawski, G. 2020. Editorial. Research in Teacher Education. 10 (1), p. 5. https://doi.org/10.15123/uel.88z88
PRIDAM: A Framework for Teaching Programming
Udenze, A. and Elfallah, M. 2020. PRIDAM: A Framework for Teaching Programming. Research in Teacher Education. 10 (1), pp. 6-10. https://doi.org/10.15123/uel.88z89
Exploring and Understanding Pupils’ Lack of Perseverance and Autonomy With Debugging in Computing
Uppal, G. 2020. Exploring and Understanding Pupils’ Lack of Perseverance and Autonomy With Debugging in Computing. Research in Teacher Education. 10 (1), pp. 12-16. https://doi.org/10.15123/uel.88z8q
Is the Attainment Gap Fundamentally Flawed? Challenges and Opportunities
Ahmed, F. 2020. Is the Attainment Gap Fundamentally Flawed? Challenges and Opportunities. Research in Teacher Education. 10 (1), pp. 18-22. https://doi.org/10.15123/uel.88z8w
Do Children Perceive Social Class in Children’s Fantasy Texts? Initial Findings From Research in a Year 6 Classroom
Baker, A. 2020. Do Children Perceive Social Class in Children’s Fantasy Texts? Initial Findings From Research in a Year 6 Classroom. Research in Teacher Education. 10 (1), pp. 23-28. https://doi.org/10.15123/uel.88z92
How Can Developing Subject Literacy Enable Pupils to Enhance Their Subject Knowledge and the Understanding of Key Concepts in Geography?
Eka, V. 2020. How Can Developing Subject Literacy Enable Pupils to Enhance Their Subject Knowledge and the Understanding of Key Concepts in Geography? Research in Teacher Education. 10 (1), pp. 29-34. https://doi.org/10.15123/uel.88z93
Seminar Capital: An Exploration of the Enduring Social and Pedagogical Benefits of Seminar Engagement
Le Voguer, M., Taylor, B. and Crutchley, R. 2020. Seminar Capital: An Exploration of the Enduring Social and Pedagogical Benefits of Seminar Engagement. Research in Teacher Education. 10 (1), pp. 41-46. https://doi.org/10.15123/uel.88z95
Educators as Empowerers: A Small-Scale Study of Opportunities to Expand the Scope of ITT Programmes, with a Particular Focus on Prison Education
Warner, L. and Schwarz, J. 2020. Educators as Empowerers: A Small-Scale Study of Opportunities to Expand the Scope of ITT Programmes, with a Particular Focus on Prison Education. Research in Teacher Education. 10 (1), pp. 47-52. https://doi.org/10.15123/uel.88z96
Time to Really Re-Envisage Teacher Education
McPhail, A. 2020. Time to Really Re-Envisage Teacher Education. Research in Teacher Education. 10 (1), pp. 53-56. https://doi.org/10.15123/uel.88z97
Book Reviews: Supporting the Emotional Well-Being of Children and Young People With Learning Disabilities: A Whole School Approach
Colley, A. 2020. Book Reviews: Supporting the Emotional Well-Being of Children and Young People With Learning Disabilities: A Whole School Approach. Research in Teacher Education. 10 (1), p. 57. https://doi.org/10.15123/uel.88z9v
Book Reviews: The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation
Palmer, S. 2020. Book Reviews: The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Research in Teacher Education. 10 (1), p. 58. https://doi.org/10.15123/uel.88z9w
Book Reviews: Introducing Research in Early Childhood
Hakyemez-Paul, S. 2020. Book Reviews: Introducing Research in Early Childhood. Research in Teacher Education. 10 (1), p. 59. https://doi.org/10.15123/uel.88z9x
  • 313
    total views
  • 150
    total downloads
  • 1
    views this month
  • 3
    downloads this month

Export as