Different reflective models are really important for helping future teachers learn from their teaching experiences. These models give them a way to think about their time in the classroom and grow as educators. Two of the most popular models are Gibbs' Reflective Cycle and Schön's Reflection in Action.
Gibbs’ Reflective Cycle has six steps: description, feelings, evaluation, analysis, conclusion, and action plan. This model helps future teachers think deeply about their experiences. They start by describing an event in detail, focusing only on what happened. This helps them analyze their feelings about the experience, which can show them what motivates them and what they can improve.
Next, they evaluate the experience by looking at both good and bad parts. This helps them see their strengths and figure out what they need to work on. The analysis step encourages them to think about why things happened the way they did. They connect what they did in class with educational theories and strategies, helping them link their experiences with what they learned in school.
The cycle ends with drawing conclusions and creating an action plan. This step is important because it helps future teachers set realistic goals for their upcoming teaching. They can address their weaknesses while also building on their successes. By using Gibbs' cycle, aspiring teachers not only review their past work but also improve their future classes, making them better educators.
On the other hand, Schön's Reflection in Action focuses on reflecting while teaching. Schön talks about two types of reflection: "reflection-on-action," which happens after an event, and "reflection-in-action," which happens during teaching. This model is helpful for teachers who are teaching live because it encourages them to analyze their teaching style and make changes right away when faced with unexpected challenges in the classroom.
The strength of Schön's model is that it encourages flexibility. Teachers learn to think quickly and consider how their actions affect the class as they happen. This creates a more genuine reflection process because candidates learn to handle the challenges of teaching in real-time. By thinking about their actions while teaching, they can quickly see what works and what needs to change, which helps improve student learning.
Both models show how important reflection is in training teachers, but they focus on different parts of the learning journey. Gibbs' model is good for detailed reflections on past experiences, while Schön's model helps teachers respond to challenges as they happen. Using both models gives future teachers the skills they need to handle the complexities of teaching.
Future teachers who use these reflective models often feel more self-aware and confident in their teaching skills. They are likely to have a growth mindset, seeing challenges as learning opportunities instead of big problems. This change in how they think can greatly impact their teaching and growth as professionals, encouraging them to keep reflecting throughout their careers.
Also, these reflective models help not just the individual teacher but the whole teaching community. When teacher candidates practice reflection, they create an atmosphere of ongoing improvement in their schools. Sharing insights from Gibbs' and Schön's models can lead to conversations among teachers, helping everyone learn from one another and improve together.
In summary, using reflective models like Gibbs' Reflective Cycle and Schön's Reflection in Action is key to shaping the development of future teachers. By adopting these thoughtful and flexible reflection practices, teacher candidates can better understand their teaching experiences, improve their skills, and contribute positively to effective teaching. This well-rounded approach to reflection helps create the next generation of educators who are both skilled and committed to lifelong learning in their professional journeys.
Different reflective models are really important for helping future teachers learn from their teaching experiences. These models give them a way to think about their time in the classroom and grow as educators. Two of the most popular models are Gibbs' Reflective Cycle and Schön's Reflection in Action.
Gibbs’ Reflective Cycle has six steps: description, feelings, evaluation, analysis, conclusion, and action plan. This model helps future teachers think deeply about their experiences. They start by describing an event in detail, focusing only on what happened. This helps them analyze their feelings about the experience, which can show them what motivates them and what they can improve.
Next, they evaluate the experience by looking at both good and bad parts. This helps them see their strengths and figure out what they need to work on. The analysis step encourages them to think about why things happened the way they did. They connect what they did in class with educational theories and strategies, helping them link their experiences with what they learned in school.
The cycle ends with drawing conclusions and creating an action plan. This step is important because it helps future teachers set realistic goals for their upcoming teaching. They can address their weaknesses while also building on their successes. By using Gibbs' cycle, aspiring teachers not only review their past work but also improve their future classes, making them better educators.
On the other hand, Schön's Reflection in Action focuses on reflecting while teaching. Schön talks about two types of reflection: "reflection-on-action," which happens after an event, and "reflection-in-action," which happens during teaching. This model is helpful for teachers who are teaching live because it encourages them to analyze their teaching style and make changes right away when faced with unexpected challenges in the classroom.
The strength of Schön's model is that it encourages flexibility. Teachers learn to think quickly and consider how their actions affect the class as they happen. This creates a more genuine reflection process because candidates learn to handle the challenges of teaching in real-time. By thinking about their actions while teaching, they can quickly see what works and what needs to change, which helps improve student learning.
Both models show how important reflection is in training teachers, but they focus on different parts of the learning journey. Gibbs' model is good for detailed reflections on past experiences, while Schön's model helps teachers respond to challenges as they happen. Using both models gives future teachers the skills they need to handle the complexities of teaching.
Future teachers who use these reflective models often feel more self-aware and confident in their teaching skills. They are likely to have a growth mindset, seeing challenges as learning opportunities instead of big problems. This change in how they think can greatly impact their teaching and growth as professionals, encouraging them to keep reflecting throughout their careers.
Also, these reflective models help not just the individual teacher but the whole teaching community. When teacher candidates practice reflection, they create an atmosphere of ongoing improvement in their schools. Sharing insights from Gibbs' and Schön's models can lead to conversations among teachers, helping everyone learn from one another and improve together.
In summary, using reflective models like Gibbs' Reflective Cycle and Schön's Reflection in Action is key to shaping the development of future teachers. By adopting these thoughtful and flexible reflection practices, teacher candidates can better understand their teaching experiences, improve their skills, and contribute positively to effective teaching. This well-rounded approach to reflection helps create the next generation of educators who are both skilled and committed to lifelong learning in their professional journeys.