Understanding Schön's Reflection-in-Action for Teachers
Schön's Reflection-in-Action is really important for teachers, especially when they are learning how to teach in real classrooms. This idea, created by Donald Schön, changes the way we think about learning and teaching. Instead of focusing only on basic facts and set methods, Schön wants teachers to be flexible and think about what’s happening right in front of them.
At its heart, Reflection-in-Action means thinking quickly during a lesson. It helps teachers adapt to surprises and issues that come up while they are teaching. For student teachers, this is super important. It pushes them to think about what they are doing while they teach, instead of just looking back and judging their performance later. This kind of on-the-spot thinking leads to a better understanding of teaching methods and encourages teachers to become more skilled at adapting their style.
To see how this works, let’s look at what teachers experience daily. When student teachers practice in real classrooms, they often face unexpected moments that can throw off their lessons. For example, if a student asks a tricky question that the teacher didn’t see coming, Reflection-in-Action helps the teacher quickly think of an answer based on what they already know, rather than just sticking to a script or ignoring the student.
Schön believes it's important for teachers to have what he calls a "reflective conversation" with their teaching situation. This means considering different points of view and possibilities, which helps teachers come up with solutions right there and then. Being able to adapt on the fly not only makes the lesson better, but it also helps teachers grow in their careers as they learn to handle tough teaching moments.
Let’s look at a student teacher named Sarah. During her time in a classroom with different learning needs, she finds the lesson isn’t connecting with the students. Instead of sticking strictly to her lesson plan, Sarah uses Reflection-in-Action. She pays attention to how her students are responding and changes her plan while teaching. By making her lesson more interactive and encouraging students to share their ideas, Sarah creates a welcoming and engaging classroom. This adaptability not only makes her a better teacher but also helps her make smart decisions based on what she sees happening.
Reflection-in-Action also helps student teachers develop their critical thinking skills. As they face challenges in the classroom, they start to think more about their beliefs and what kind of teachers they want to be. This self-reflection helps them understand their impact on student learning better.
Unlike other reflective practices, like Gibbs' Reflective Cycle, which is more structured and follows a step-by-step process, Reflection-in-Action lets teachers respond immediately. While Gibbs' method focuses on looking back after a lesson, Schön’s idea encourages adjustments right during the lesson. This way, teachers can learn deeply from real situations as they deal with them.
Being able to reflect in the moment creates a loop of constant improvement. As teachers practice and get feedback in real time, they start to notice patterns in how students behave and how their own teaching methods work. This ongoing process helps build their confidence and skills, which are key for becoming effective teachers.
Moreover, using Reflection-in-Action in teacher training can help create a culture of reflection among future educators. By encouraging student teachers to use Schön's ideas, mentor teachers can help them develop important reflective skills. Activities like workshops, peer observations, and group discussions can help student teachers share and learn from each other's experiences.
In practical terms, teachers can use technology, like video recordings of their lessons, to reflect on their teaching. Watching these videos helps teachers analyze how they make decisions in class and figure out where they can improve. This ties perfectly to Schön’s idea of “reflective practitioners” who always look to better their skills through careful self-examination.
In summary, Schön's Reflection-in-Action is essential for teacher development, especially for those in training. By encouraging quick thinking and adaptable decision-making, this model empowers teachers to handle classroom challenges effectively and improves their overall teaching skills. Through ongoing real-time reflection and dialogue, teachers can sharpen their abilities while creating a better learning space for their students. By focusing on Reflection-in-Action, schools can prepare future teachers to be flexible and thoughtful, ready to face the challenges of modern classrooms.
Understanding Schön's Reflection-in-Action for Teachers
Schön's Reflection-in-Action is really important for teachers, especially when they are learning how to teach in real classrooms. This idea, created by Donald Schön, changes the way we think about learning and teaching. Instead of focusing only on basic facts and set methods, Schön wants teachers to be flexible and think about what’s happening right in front of them.
At its heart, Reflection-in-Action means thinking quickly during a lesson. It helps teachers adapt to surprises and issues that come up while they are teaching. For student teachers, this is super important. It pushes them to think about what they are doing while they teach, instead of just looking back and judging their performance later. This kind of on-the-spot thinking leads to a better understanding of teaching methods and encourages teachers to become more skilled at adapting their style.
To see how this works, let’s look at what teachers experience daily. When student teachers practice in real classrooms, they often face unexpected moments that can throw off their lessons. For example, if a student asks a tricky question that the teacher didn’t see coming, Reflection-in-Action helps the teacher quickly think of an answer based on what they already know, rather than just sticking to a script or ignoring the student.
Schön believes it's important for teachers to have what he calls a "reflective conversation" with their teaching situation. This means considering different points of view and possibilities, which helps teachers come up with solutions right there and then. Being able to adapt on the fly not only makes the lesson better, but it also helps teachers grow in their careers as they learn to handle tough teaching moments.
Let’s look at a student teacher named Sarah. During her time in a classroom with different learning needs, she finds the lesson isn’t connecting with the students. Instead of sticking strictly to her lesson plan, Sarah uses Reflection-in-Action. She pays attention to how her students are responding and changes her plan while teaching. By making her lesson more interactive and encouraging students to share their ideas, Sarah creates a welcoming and engaging classroom. This adaptability not only makes her a better teacher but also helps her make smart decisions based on what she sees happening.
Reflection-in-Action also helps student teachers develop their critical thinking skills. As they face challenges in the classroom, they start to think more about their beliefs and what kind of teachers they want to be. This self-reflection helps them understand their impact on student learning better.
Unlike other reflective practices, like Gibbs' Reflective Cycle, which is more structured and follows a step-by-step process, Reflection-in-Action lets teachers respond immediately. While Gibbs' method focuses on looking back after a lesson, Schön’s idea encourages adjustments right during the lesson. This way, teachers can learn deeply from real situations as they deal with them.
Being able to reflect in the moment creates a loop of constant improvement. As teachers practice and get feedback in real time, they start to notice patterns in how students behave and how their own teaching methods work. This ongoing process helps build their confidence and skills, which are key for becoming effective teachers.
Moreover, using Reflection-in-Action in teacher training can help create a culture of reflection among future educators. By encouraging student teachers to use Schön's ideas, mentor teachers can help them develop important reflective skills. Activities like workshops, peer observations, and group discussions can help student teachers share and learn from each other's experiences.
In practical terms, teachers can use technology, like video recordings of their lessons, to reflect on their teaching. Watching these videos helps teachers analyze how they make decisions in class and figure out where they can improve. This ties perfectly to Schön’s idea of “reflective practitioners” who always look to better their skills through careful self-examination.
In summary, Schön's Reflection-in-Action is essential for teacher development, especially for those in training. By encouraging quick thinking and adaptable decision-making, this model empowers teachers to handle classroom challenges effectively and improves their overall teaching skills. Through ongoing real-time reflection and dialogue, teachers can sharpen their abilities while creating a better learning space for their students. By focusing on Reflection-in-Action, schools can prepare future teachers to be flexible and thoughtful, ready to face the challenges of modern classrooms.